Factors Influencing Teachers' Technology Self-Efficacy (original) (raw)

Complexities and Challenges of Integrating Technology Into the Curriculum

2003

K-12 education systems that make a commitment to introduce multimedia technology into schools and classrooms are likely to face the decision regarding whether to integrate formally technology into the curriculum. Although it is unlikely that this choice would be made at early stages of introducing technology into schools, there will likely come a point when policymakers and stakeholders agree that dissemination and use of the technology is sufficiently widespread within a system to justify its articulation in the curriculum, and perhaps in examinations, particularly if the system is intent on achieving academic goals that can be accomplished more effectively with the use of technology. Educational goals for which the use of technology is considered supportive include the following:

Technology, teaching and learning: Research, experience, and global lessons learned.

Technology must be one part in a larger system of educational reform 90 • Develop a vision of how technology should be used 91 • Develop a shared language about teaching, learning and technology 92 • Develop a comprehensive national ICT in education policy with a designed focus 94 • Define and promote the roles of multiple stakeholders 95 • Align national and school goals and expectations around the use of technology for teaching and learning 96 • Change the teacher evaluation system to reflect technology integration supported by learner-centered instruction and assessment 98 • Ensure classroom access to technology 99 • Develop standards for quality education 100 • Build strong leadership 102 • Recruit, hire and continually train high-quality teachers 103 • Provide teachers with a variety of different types of high-quality professional development 106 • Integrate technology into the curriculum by helping teachers with instructional design 109 • Incentivize teacher use of technology to support learner-centered instruction 110

Teacher Competencies and Technology Integration

1998

This study examined the extent to which computer training has affected Meadowbrook Elementary School, a suburban elementary school on Long Island, New York. The investigation began with a focus group comprised of staff members. Five teachers were chosen and given a series of eight questions that addressed the parameters of computer training in the school. A survey was then administered; 45 of 70 professional staff returned the surveys. Responses were categorized as classroom teachers, special area teachers, and support staff. Information was gathered related to proficiencies and competencies, software applications, observed results of student computer usage, overall benefits for students, and staff development preferences. The following three issues were identified for further analysis: (1) there is little or no difference in findings among the categories of instructional staff, although there were significant differences within job categories; (2) most respondents in all categories believe that intensive training sessions are the key to further integrating the user of computer technology in the instructional setting; and (3) approximately half the staff possesses advanced computer skills regardless of job category. Focus group questions and results are appended. (AEF)

Teachers Needs and Preparation to Use Technology in the U S and Japan K 12 Learning from Teachers

Journal of Contemporary Research in Education, 2015

The U. S. National Educational Technological Plan 2010 calls for revising standards and learning objectives through incorporating technology across all content areas to improve learning (U. S. Department of Education, 2010). With more than 40 U.S. states implementing the Common Core State Standards (CCSS) in the 2014-2015 academic year, integrating technology is not a matter of choice, but part of a curriculum that starts in elementary school (National Governors Association & Council of Chief State School Officers, 2010). Students are expected to gather, assess, and apply information from both print and digital sources in conducting research, and combine information gathered from multiple sources, including videos, into their own texts or presentations (Graham, MacArthur, & Fitzgerald, 2013). Integrating technology into K-12 schooling is not a novelty. Many teachers across the U.S. and Japan have been teaching their students with technology and how to use technology, including software, for a number of years. In the U.S. K-12 schools, there is an increased focus on providing access to the general education curriculum for all students, including special education students and English language learners, and designing instruction based on the principles of the Universal Design for Learning (UDL). Edyburn (2010) proposes that technology is essential for implementing UDL principles in instruction. Instruction based on the UDL principles implies technology considerations with adequately prepared teachers. As technology keeps advancing, the concept of "adequately prepared" teachers is hard to define. Studies reveal that teachers need to assume a dual role when it comes to Abstract A body of literature on the changing nature of knowledge acquisition, teaching, and learning with technology, has been rapidly growing within the last decade. In examining how teachers learn to use technology in the U. S. and Japan, it seems that those processes follow a similar pattern: to some extent, teacher preparation programs prepare future teachers in technology use. Frequently, however, many students learn how to use technology (e.g., various computing devices and software) on their own. Because technology is constantly evolving, it seems that those responsible for regular professional development, such as school districts (U.S.) and the Board for Education (Japan), should be much more engaged in providing up-to-date training in how to use technology, and more importantly, in-how to integrate technology into instruction across curriculum.

Teachers and Technology: Present Practice and Future Directions

Contemporary Issues in Technology and Teacher Education Journal, 2018

Technology cannot be effective in the classroom without teachers who are knowledgeable about both the technology itself and its implementation to meet educational goals. While technology use in the classroom is increasing, improving learning through its application should remain the goal. In this study, the authors explored 74 middle school teachers’ beliefs about and use of technology through a technology, pedagogy, and content knowledge (TPACK) lens. They sought to understand how middle school teachers use and perceive technology in practice and the factors influencing their pedagogical decisions to incorporate technology into their practice. Data included surveys, administered after a science, technology, engineering, and mathematics (STEM) outreach program and teacher interviews. Findings revealed that both internal and external barriers were present and influenced how teachers situated their pedagogy in terms of technology integration. It was also found that teachers were confi...

Equipping the next Generation of Teachers: Technology Preparation and Practice

Journal of Digital Learning in Teacher Education, 2010

Prior research has indicated that all U.S. teacher preparation programs provide instruction on technology integration within coursework and related requirements. This study provides a more detailed investigation into the types and content of technology experiences U.S. teacher preparation programs offer teachers in training. The researchers analyzed data obtained from an online questionnaire, interviews, and artifacts to understand the differences among programs in regard to technology experiences. Eighty percent of respondents indicated all or some of their programs required a standalone educational technology course. Personal productivity and information presentation were the most commonly reported topics taught in all programs. This article also discusses limitations of the study and areas of future research.

Teachers’ Perceptions: barriers and supports to using technology in the classroom

Education Communication and Information

Fifty‐four elementary and secondary school teachers participated in focus‐group discussions and completed a survey to examine barriers and supports to computer integration. Although teachers used computers at home and school, they were not wholly comfortable with the technology. Familiarity with computers predicted greater comfort with technology and greater comfort was related to greater integration in the classroom. Thematic analysis of the focus groups yielded six major themes, including issues related to: support, teachers, context and access, students, computer hardware and software problems, and external or other priorities. The discussion of computer integration also inspired substantial emotional responses on the part of teachers. Together, the survey and focus‐group findings yielded a framework for identifying individual and environmental issues which impact on computer integration.

Challenges and Solutions when Using Technologies in the Classroom

Adaptive Educational Technologies for Literacy Instruction, 2016

the challenges to technology integration that are external (extrinsic) to the teacher, including access to resources, training, and support. We then present barriers that are internal to teachers, including their attitudes and beliefs, resistance toward technology in the classroom, and their knowledge and skills. The next section presents international perspectives on the technology integration problem, focusing on a case in Chile. The chapter concludes with a short summary of the chapter and condensed recommendations for effective technology implementation. External Challenges to Classroom Technology First-order barriers to the successful integration of technology into the classroom are factors external to teachers implementing technology. External barriers must be addressed at the institutional level and changes are typically incremental (e.g., rolling out access to technology one level at a time). Although there is growing evidence that, in the United States, first-order barriers are being tackled (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012), more effort is needed to entirely overcome these challenges. In this section, we introduce some of the external barriers to classroom technology integration and present strategies to address them. First, we address issues surrounding insufficient equipment or connectivity, termed the access constraint. If a teacher's school does not possess adequate computers and fast internet connection, the implementation of educational technology is not feasible. Next, we introduce the challenge of inadequate training related to technology. If teachers are not provided effective professional development on new technologies, they will not be capable of using it to its full potential. Finally, we discuss factors related to the support constraint. Support barriers to technology integration include inadequate technical support and administrative/peer support. Access Early accounts of technology integration focused much of their interest on increasing the availability of computers in schools (Fisher, Dwyer, & Yocam, 1996). Certainly, the most basic step toward effective technology integration is widespread access to equipment necessary to run educational computer programs. If computer lab time is limited to one hour per week, persistent use of educational technology is not viable. While many schools across the country are making the transition to one-to-one (1:1) computing (Warschauer, Zheng, Niiya, Cotton, & Farkas, 2014), many students do not have regular and reliable access to a computer. Inconsistent computer access makes it extremely difficult for instructors to integrate technology into existing lesson plans. Routine access to hardware (i.e., laptops or tablets), software (e.g., reading and writing software, internet browsers), and internet connection is a fundamental requirement. Research demonstrates that much progress had been made to improve equipment and internet access in schools over the last 20 years. Results from the National Center for Education Statistics' (NCES) 2009 survey of public school teachers revealed that 97% of all teachers have at least one computer in their classroom every day (Gray, Thomas, & Lewis, 2010). Compare this result to the 1999 survey which found that only 84% of public school teachers had computers available in the classroom (Smerdon, Cronen, Lanahan, Anderson, Ionnotti, & Angeles, 2000). The 2009 results indicated that, on average, classrooms had 5.3 students to every computer in the classroom (Gray et al., 2010). Results also showed that 93% of classroom computers had internet access by 2009 (compared to 64% in the 1999 survey; Smerdon et al., 2000). These results demonstrate that, by the year 2009, the ideal 1:1 computing model had not been broadly realized, but computers are widely accessible in the modern classroom. Further advances have presumably been made since the 2009 study, but up-to-date statistics are not available. Although impressive recent advances have been made, effective use of educational technologies for literacy may require more frequent instructional time on computers than currently afforded by the ratio of students to computers. Intelligent tutoring systems such as those detailed in this book can individualize instruction to student progress within the system, but consistent 1:1 computer access is highly desirable given this pedagogical approach. With limited federal, state, and local funding, schools may often need to pursue unconventional funding options for obtaining classroom technologies. Budgets may be supplemented using crowdfunding sites, some of which specifically target education funding (e.g.,