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Journal of Technology and Teacher Education archive, 2000
Ruben Vanderlinde, Johan van Braak, The e-capacity of primary schools: Development of a conceptua... more Ruben Vanderlinde, Johan van Braak, The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective, Computers & Education, v. 55 n. 2, p. 541-553, September, 2010
Facilitated by Rick Ferdig of Kent State University and editor of JTATE, this Symposia brings tog... more Facilitated by Rick Ferdig of Kent State University and editor of JTATE, this Symposia brings together the work of the K-12 Online Learning SIG and the Distance Learning SIG communities and focuses on presentations from scholars in the field whose work has implications for both higher education and K-12 online learning. This Symposia will have nine panelists who will each present their work and then talk specifically about how their work can inform both K-12 and HE. Included in the list of Higher Education-focused panelists are Trisha Litz of Regis University, Maggie Niess of Oregon State University, Antoinette Davis of Eastern Kentucky University, and David Marcovitz of Loyola University Maryland. Included in the list of K-12-focused panelists are Leanna Archambault of Arizona State University, Kerry Rice of Boise State University, Michael Barbour of Touro University, Amy Garrett Dikkers of the University of North Carolina at Charlotte, and Aimee Whiteside of the University of Tampa.
Three areas of importance to computer coordinators in the schools are: support by walking around,... more Three areas of importance to computer coordinators in the schools are: support by walking around, nuts-and-bolts support, and the computer coordinator as policy maker. A day spent following a computer coordinator around an elementary school was examined in the context of a larger qualitative study in which various aspects of support for technology at the school were observed for a little more than one school year. Data for the case study came from a day spent with the part-time computer coordinator of Burnham Elementary School, during the 1993-1994 school year. The computer coordinator can be technician, trainer, curriculum consultant, curriculum designer, and policy-maker. Support by walking around can facilitate these roles by making the computer coordinator aware of technical problems and training needs, how the computer can support the curriculum, and the effects that policy decisions can have on different teachers. The report suggests that teacher educators need to understand that computer coordinators need strong technical skills and the ability to provide basic training because these roles are likely to be significant parts of their jobs. A computer coordinator with a good understanding of the change process can help to set policies that enable technology to help change schools in positive ways.
This chapter explores the model of embedded librarian and writing center services that the author... more This chapter explores the model of embedded librarian and writing center services that the authors have been piloting as part of a proposed online master’s program in Educational Technology. The authors reviewed the literature related to services embedded in online programs and describe the planning and execution of their pilot. The chapter outlines the various forms an embedded model can take, the resources necessary to support embedded services, and the need to maintain faculty autonomy over the course. Finally, the authors provide a preliminary list of best practices for faculty and support service staff interested in embedding services into an online course.
... L., Fahlberg, T., & King, C. (2008). Mathcasts: Show and tell math concepts in Learni... more ... L., Fahlberg, T., & King, C. (2008). Mathcasts: Show and tell math concepts in Learning & Leading With Technology, 36(1), 30-31. Gladwell, M. (2000). The tipping point: How little things can make a big difference. New York: Little, Brown and Company. Marcovitz, David M. (2000 ...
This chapter presents a conceptual model representing bring your own device (BYOD) modes and thei... more This chapter presents a conceptual model representing bring your own device (BYOD) modes and their relationship to students’ control of an instructional task and their orientation to learn. The model argues that student control is a function of the degree of prescription on the specifications of the device to be brought. Operating system (OS) and technical specifications (TF) represent the two main variables that influence decisions taken by educational institutions such as schools and universities. The combination of these two variables with degrees of freedom/restriction provided to the students results in four spaces with their own instructional, curricular and logistic challenges. It is argued that spaces closer to providing students total freedom in selecting their device will result in more student-centred environments as opposed to locked-down models, which seem to embed educator centredness. Student’s age, however, will catalyse the model because cognitive developmental reas...
This article describes the roles of student teachers and how these roles affect the various kinds... more This article describes the roles of student teachers and how these roles affect the various kinds of support that student teachers provide for the use of information technology in the classroom. A continuum of roles, from teacher to student, is presented along with a variety of supportive activities in which student teachers engage. The data are based on an ethnographic case study of three classrooms at a public elementary school in the Midwestern United States of America.
This paper explores the roles students play in support of technology in elementary classrooms. In... more This paper explores the roles students play in support of technology in elementary classrooms. In this ethnographic study, new models for support were developed by examining support for technology and the use of technology in three third and fourth grade classes. Data were collected through teacher interviews, informal conversations, observations of classes, and observations of meetings. The multiple observations of students giving support were analyzed, and the following categories emerged: playing; sharing; reading; small help; becoming expert; teaching; and other. Reading, small help, and teaching involved direct support from a student to either a student or a teacher. Sharing and becoming expert involved indirect support that students give. Playing included times that the students offered support in order to play. (MES) Reproductions supplied by EDRS are the best that can be made from the original document. 124 Supporting Technology in Elementary Classrooms: The Roles of Student...
This paper describes the variety of educational technology models, how they all fall short in som... more This paper describes the variety of educational technology models, how they all fall short in some ways, and how they can be used together to form a powerful integrative model that can be used to evaluate technology applications in the classroom. The integrative model is a tool to help teachers think about and improve their use of technology. It combines the best of various models, including SAMR, TPACK, Technology Integration Matrix, and more. Introduction to Models How can we think about making learning better with technology? Most technology integration starts with a piece of technology and a lot of excitement. We throw it into the classroom and declare it a success because it motivates our students. Then, we do it again...and again...and again, and the students aren't so excited about it anymore. We find that the technology is just a fancy tool replacing what we were doing before. This is where the SAMR model comes in (Puentedura, 2014). The S stands for Substitution. Too mu...
Journal of Technology and Teacher Education archive, 2000
Ruben Vanderlinde, Johan van Braak, The e-capacity of primary schools: Development of a conceptua... more Ruben Vanderlinde, Johan van Braak, The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective, Computers & Education, v. 55 n. 2, p. 541-553, September, 2010
Facilitated by Rick Ferdig of Kent State University and editor of JTATE, this Symposia brings tog... more Facilitated by Rick Ferdig of Kent State University and editor of JTATE, this Symposia brings together the work of the K-12 Online Learning SIG and the Distance Learning SIG communities and focuses on presentations from scholars in the field whose work has implications for both higher education and K-12 online learning. This Symposia will have nine panelists who will each present their work and then talk specifically about how their work can inform both K-12 and HE. Included in the list of Higher Education-focused panelists are Trisha Litz of Regis University, Maggie Niess of Oregon State University, Antoinette Davis of Eastern Kentucky University, and David Marcovitz of Loyola University Maryland. Included in the list of K-12-focused panelists are Leanna Archambault of Arizona State University, Kerry Rice of Boise State University, Michael Barbour of Touro University, Amy Garrett Dikkers of the University of North Carolina at Charlotte, and Aimee Whiteside of the University of Tampa.
Three areas of importance to computer coordinators in the schools are: support by walking around,... more Three areas of importance to computer coordinators in the schools are: support by walking around, nuts-and-bolts support, and the computer coordinator as policy maker. A day spent following a computer coordinator around an elementary school was examined in the context of a larger qualitative study in which various aspects of support for technology at the school were observed for a little more than one school year. Data for the case study came from a day spent with the part-time computer coordinator of Burnham Elementary School, during the 1993-1994 school year. The computer coordinator can be technician, trainer, curriculum consultant, curriculum designer, and policy-maker. Support by walking around can facilitate these roles by making the computer coordinator aware of technical problems and training needs, how the computer can support the curriculum, and the effects that policy decisions can have on different teachers. The report suggests that teacher educators need to understand that computer coordinators need strong technical skills and the ability to provide basic training because these roles are likely to be significant parts of their jobs. A computer coordinator with a good understanding of the change process can help to set policies that enable technology to help change schools in positive ways.
This chapter explores the model of embedded librarian and writing center services that the author... more This chapter explores the model of embedded librarian and writing center services that the authors have been piloting as part of a proposed online master’s program in Educational Technology. The authors reviewed the literature related to services embedded in online programs and describe the planning and execution of their pilot. The chapter outlines the various forms an embedded model can take, the resources necessary to support embedded services, and the need to maintain faculty autonomy over the course. Finally, the authors provide a preliminary list of best practices for faculty and support service staff interested in embedding services into an online course.
... L., Fahlberg, T., & King, C. (2008). Mathcasts: Show and tell math concepts in Learni... more ... L., Fahlberg, T., & King, C. (2008). Mathcasts: Show and tell math concepts in Learning & Leading With Technology, 36(1), 30-31. Gladwell, M. (2000). The tipping point: How little things can make a big difference. New York: Little, Brown and Company. Marcovitz, David M. (2000 ...
This chapter presents a conceptual model representing bring your own device (BYOD) modes and thei... more This chapter presents a conceptual model representing bring your own device (BYOD) modes and their relationship to students’ control of an instructional task and their orientation to learn. The model argues that student control is a function of the degree of prescription on the specifications of the device to be brought. Operating system (OS) and technical specifications (TF) represent the two main variables that influence decisions taken by educational institutions such as schools and universities. The combination of these two variables with degrees of freedom/restriction provided to the students results in four spaces with their own instructional, curricular and logistic challenges. It is argued that spaces closer to providing students total freedom in selecting their device will result in more student-centred environments as opposed to locked-down models, which seem to embed educator centredness. Student’s age, however, will catalyse the model because cognitive developmental reas...
This article describes the roles of student teachers and how these roles affect the various kinds... more This article describes the roles of student teachers and how these roles affect the various kinds of support that student teachers provide for the use of information technology in the classroom. A continuum of roles, from teacher to student, is presented along with a variety of supportive activities in which student teachers engage. The data are based on an ethnographic case study of three classrooms at a public elementary school in the Midwestern United States of America.
This paper explores the roles students play in support of technology in elementary classrooms. In... more This paper explores the roles students play in support of technology in elementary classrooms. In this ethnographic study, new models for support were developed by examining support for technology and the use of technology in three third and fourth grade classes. Data were collected through teacher interviews, informal conversations, observations of classes, and observations of meetings. The multiple observations of students giving support were analyzed, and the following categories emerged: playing; sharing; reading; small help; becoming expert; teaching; and other. Reading, small help, and teaching involved direct support from a student to either a student or a teacher. Sharing and becoming expert involved indirect support that students give. Playing included times that the students offered support in order to play. (MES) Reproductions supplied by EDRS are the best that can be made from the original document. 124 Supporting Technology in Elementary Classrooms: The Roles of Student...
This paper describes the variety of educational technology models, how they all fall short in som... more This paper describes the variety of educational technology models, how they all fall short in some ways, and how they can be used together to form a powerful integrative model that can be used to evaluate technology applications in the classroom. The integrative model is a tool to help teachers think about and improve their use of technology. It combines the best of various models, including SAMR, TPACK, Technology Integration Matrix, and more. Introduction to Models How can we think about making learning better with technology? Most technology integration starts with a piece of technology and a lot of excitement. We throw it into the classroom and declare it a success because it motivates our students. Then, we do it again...and again...and again, and the students aren't so excited about it anymore. We find that the technology is just a fancy tool replacing what we were doing before. This is where the SAMR model comes in (Puentedura, 2014). The S stands for Substitution. Too mu...