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

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