Expert technology-using teachers: Visions, strategies, and development

In order to establish a theory of practitioner perceptions of technology integration, this study used a grounded theoretical framework to examine how teachers view and use technology, as well as the experiences that influence their development of technology integration expertise. Technology integration was defined by eight expert technology-using teachers\u27 technology integration visions, strategies, and the experiences that motivated them to develop technology integration expertise. Eight expert technology-using teachers were solicited from a population of 31 recipients of a state technology award program that required submission of a portfolio documenting classroom technology use. Using a multiple case study research design and grounded theoretical framework, data were collected from three sources: interviews, observations, and award portfolio documents. These data sources were analyzed for each teacher using constant comparative analysis methods and represented in individual case study reports. The eight case study reports were compared to develop a theory that transcended the individual cases. The findings indicated that expert technology-using teachers\u27 strategies for technology were based on the goal of achieving meaningful technology integration, using technology for to enhance student comprehension, increase student motivation, and/or increase students\u27 achievement by applying technology skills. Their visions epitomized meaningful technology integration that enhanced student understanding typically by placing technology in the hands of their students. However, many of their expressed visions sometimes conflicted with their actual implemented strategies. With regards to the experiences that influence development, four sets of experiences emerged from the data as critical to motivating the teachers to pursue more technology integration: Technology in Context (developing an interest through exposure and building basic technology skills); Implementation in the Classroom (motivated by students or other stakeholders reactions); Advancing Technology Integration Knowledge (self-initiating learning opportunities and implementing, revising, and reflecting); and Sharing with Others (engaging in leadership opportunities and teaching teachers technology). Implications of this research suggest using meaningful technology integration visions and strategies as a goal for teachers, aligning technology integration with teachers\u27 current pedagogical and curricular strategies. In addition, experiences from the four sets that emerged from the data as influencing technology integration development should incorporate this idea of meaningful technology integration

K-12 Technology Leaders: Reported Practices of Technology Professional Development Planning, Implementation, and Evaluation

Teachers have perceived technology professional development (tech-PD) as ineffective, particularly when it does not address individual needs. Researchers need to examine how tech-PD experiences are planned, implemented, and evaluated. Typically K-12 technology leaders (e.g., technology coaches) are responsible for planning, implementing, and evaluating tech-PD. This study focused on the reported tech-PD design practices of technology leaders who are members of the International Society for Technology in Education (ISTE). Based on data from questionnaire responses (n=153), interviews (n = 6), and artifacts (n = 6), three trends emerged: (a) ISTE technology leaders planned tech-PD experiences based on teacher, administrative, school, and district needs, but did not report conducting formal needs assessments; (b) ISTE technology leaders implemented tech-PD via a variety of approaches, but did not report implementing sustained and continuous tech-PD; and (c) ISTE technology leaders evaluated tech-PD using self-reported teacher data, but did not collect more systematic evaluation data

Instructional Practices for Addressing Computer Science Standards: Using Computer Kits in Preservice Teacher Education

This article examines the instructional practices used to teach the computer science (CS) standard of computer devices and systems to undergraduate preservice teachers (PSTs). With computer science education (CSE) gaining an international focus, there is a need to explore a variety of instructional practices used to teach these topics. This descriptive, exploratory case study presents an examination of the instructional practices used in a CSE licensure course. In this study, the instructor utilised two commercially available computer kits to provide hands-on, learner-centred learning experiences for PSTs. PSTs perceived these kits to be valuable for learning about computing devices and systems topics and for teaching these topics in their future classrooms. Additionally, results showed that PSTs considered the usability, grade level and ability of the kits to build interest in CS when reflecting on their future use. Limitations to the instructional practices included a lack of transfer to subject areas outside of CS and a lack of focus on the integration between hardware and software

Supporting change in teacher practice: Examining shifts of teachers’ professional development preferences and needs for technology integration

Studies have shown that when K-12 school districts implement a new technology initiative, it is not always accompanied by effective teacher professional development (PD). Many teachers have indicated that effective technology PD experiences should incorporate their individual PD needs. The authors surveyed technology-using K-12 teachers at two points (2009 and 2015) to examine what they perceived as useful technology PD with regard to content and format. Specifically, since technology changes quickly, we sought to examine whether there were any changes to what teachers perceived as useful content and format for technology PD. Over 6 years, more teachers reported that personalized technology PD tended to be more effective. Although some things remained consistent regarding content (e.g., utilizing Web 2.0 resources continued to be preferred PD content by teachers in both years), other content preferences changed (e.g., mobile applications and pedagogical-focused knowledge and skills). Regarding PD format, the authors found that in 2015 more teachers perceived online and face-to-face workshops, personal learning networks, and conferences as useful. Finally, teacher-led PD and in-class support were suggested as useful by more teachers in 2015. Thus, more personalized, sustained, and situated PD is needed to effectively support K-12 teacher technology integration

Addressing technology integration concerns: Asynchronous video mentoring between pre-service teachers and exemplary technology-using in-service teachers

Research has identified that pre-service teachers have concerns about technology integration (e.g., their future school would lack technology resources; technology is not applicable in their subject areas). Mentoring has been highlighted as a means of overcoming these concerns. In this study, we present and investigate one strategy – an asynchronous video mentoring session between a class of 199 pre-service teachers and four exemplary award-winning technology-using in-service teachers. A small group of the pre-service teachers (n = 31) voluntarily expressed their concerns. The four in-service teachers were videotaped as they responded to these concerns. All 199 pre-service teachers watched the videos and described how the in-service teachers’ responses either alleviated or increased their concerns. A majority of the pre-service teachers (58%) reported that their primary concerns regarding technology integration were less acute after they watched the teachers’ presentation. Teacher education programs might consider the use of digital technologies to support student voices and increase the opportunities for interaction between pre-professionals and practising professionals