You are here:

Teacher Indicators for Technology Enhanced Teaching and Learning: Expanding Outcomes from EDUSummIT 2015
PROCEEDING

, University of North Texas, United States ; , West Virginia University, United States ; , University of North Texas, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Full Text

Abstract

Defining indicators for technology enhanced learning and teaching was a goal of one of the nine working groups at EDUSummIT 2015 held in Bangkok, Thailand. The Indicators of Quality Technology-enhanced Teaching and Learning working group created a framework for indicators that spanned multiple categories and levels in the educational system. This paper provides discussion of indicator categories as they relate to the teacher level. Specific models and measures are included to help researchers and educators measure and determine outcomes related to the indicators.

Citation

Christensen, R., Niederhauser, D. & Knezek, G. (2016). Teacher Indicators for Technology Enhanced Teaching and Learning: Expanding Outcomes from EDUSummIT 2015. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1028-1035). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 11, 2019 from .

© 2016 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Agyei, D.D., & Voogt, J.M. (2011). Exploring the potential of the will, skill, tool model in Ghana: predicting prospective and practicing teachers’ use of technology. Computers& Education, 56(1), 91–100.
  2. Anderson, S.E., & Maninger, R.M. (2007). Preservice teachers’ abilities, beliefs, and intentions regarding technology integration. Journal of Educational Computing Research, 37(2), 151-172.
  3. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191215.
  4. Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice Hall.
  5. Bandura, A. (1999). A social cognitive theory of personality. In L. Pervin & O. John (Ed.), Handbook of personality(2nd ed., pp. 154-196).New York: Guilford Publications.
  6. Bialo, E.R., & Sivin-Kachla, J. (1995). Effectiveness of technology in schools. 1990-1994. Washington, DC: Software Publishers Association.
  7. Christensen, R. (1997). Effect of technology integration education on the attitudes of teachers and their students. Doctoral dissertation, University of North Texas.
  8. Christensen, R. (2002). Impact of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34 (4), 411-434.
  9. Christensen, R., & Knezek, G. (1998). Parallel forms for measuring teachers’ attitudes toward computers. In S. McNeil, J. Price, S. Boger-Mehall, B. Robin& J. Willis (Eds.), Proceedings of Society for Information Technology& Teacher Education International Conference 1998 (pp. 832-836). Chesapeake, VA: Association for the
  10. Christensen, R., & Knezek, G. (2003). Teacher home access as a primary indicator of stage of adoption of technology. In Proceedings of the Society for Information Technology and Teacher Education Annual 2003, (P. 867-870).
  11. Dwyer, D.C, Ringstaff, C., & Sandholtz, J.H. (1990). Teacher beliefs and practices. Part I: Patterns of change (ACOT report# 8). Retrieved 2-9-2005 from Apple Classrooms of Tomorrow http://images.apple.com/education/k-12/leadership/acot/pdf/rpt08.pdf.
  12. Ertmer, P.A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
  13. Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.
  14. Hall, G.E., Loucks, S.F., Rutherford, W.L., & Newlove, B.W. (1975). Levels of use of the innovation: A framework for analyzing innovation adoption. In S.F. Loucks, B.W. Newlove, & J.E. Hall (Eds.). Measuring levels of use of the innovation: A manual for trainers, interviewers, and raters. Austin, TX: Southwest Educational Development Laboratory.
  15. Hancock, R., Knezek, G., & Christensen, R. (2007). Cross-validating measures of technology integration: A first step toward examining potential relationships between technology integration and student achievement. Journal of Computing in Teacher Education, 24(1), 15-21.
  16. Hancock, R., Knezek, G. & Christensen, R. (2003). The expanded will, skill, tool model: A step toward developing technology tools that work. In Proceedings of the World Conference on Educational Multimedia, Hypermedia and Telecommunications, Vol. 2003, Issue. 1, 2003, pp. 1415-1422.
  17. Hancock, R., Knezek, G. & Christensen, R. (2005). Constructivist methodologies in technology integration: The role of interactive multimedia in expanding pedagogy within the will, skill, tool model. In C. Morales, G. Knezek, R. Christensen and P. Avila (Eds.) The Will, Skill, Tool Model of Technology Integration. A Conceptual Approach to Teaching and Learning with Technology. Mexico City, Mexico: Instituto Latinoamericano de la Communicacion Educative, 89-119.
  18. Hofer, M., Bell, L., & Bull, G. (2015). Practitioner’s guide to technology, pedagogy, and content knowledge (TPACK). Waynesville, NC: AACE.
  19. Keefe, J.W (1979). Learning style: An overview. In Student learning styles: Diagnosing and prescribing programs (pp. 1-17).
  20. Knezek, G., & Christensen, R. (1998). Internal consistency reliability for the teachers' attitudes toward information technology (TAT) questionnaire. In McNeil, Price, Boger-Mehall, Robin& Willis (Eds.) Technology and Teacher Education Annual 1998-Vol. 2. Charlottesville: Association for the Advancement of Computing in Education.
  21. Knezek, G., & Christensen, R. (2000). Attitudinal differences among integrated computing and traditional computer literacy students in the USA. Education Y Nuevas Technologias, Mexico.
  22. Knezek, G. & Christensen, R. (2015). The will, skill, tool model of technology integration: Adding pedagogy as a new model construct. In Proceedings of the Cognition and Exploratory Learning in Digital Age, 2015. Maynooth, Ireland.
  23. Knezek, G., Christensen, R. & Fluke, R. (2003). Testing a will, skill, tool model of technology integration. Paper presented to the American Educational Research Association Annual Meeting. Chicago, Illinois, April 22, 2003.
  24. Knezek, G., Christensen, R., Hancock, R., & Shoho, A. (2000). Toward a structural model of technology integration. Honolulu, Hawaii. Paper presented to the annual Hawaii educational research association conference.
  25. Koehler, M.J. & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Eds.), Handbook of technological content knowledge (TPCK) for educators (pp. 3-30). New York: Routledge for the
  26. Lent, R., Brown, S., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–121.
  27. Mann, D., Shakeshaft, C., Becker, J., & Kottkamp, R. (1999) West Virginia Story: Achievement gains from a statewide comprehensive instructional technology program 1999: What impact does technology have on learning? Available online: http://www.milkenexchange.org/publications.
  28. Morales, C. (2006). Cross-cultural validation of technology integration. Unpublished doctoral dissertation. University of North Texas.
  29. Morales, C., & Knezek, G. (2007). Testing a predictive model of technology integration in Mexico and the United States. Paper presented to the American Educational Research Association Annual Conference, Chicago, Ill.
  30. Morales, C., Knezek, G., Christensen, R., & Avila, P. (Eds.) (2005). The will, skill, tool model of technology integration. A conceptual approach to teaching and learning with technology. Mexico City, Mexico: ICLE.
  31. Mortimer, P. (1999). Understanding pedagogy and its impact on learning. London: Paul Chapman Publishing.
  32. Niederhauser, D.S. & Perkmen, S. (2008). Validation of the interpersonal technology integration scale: Assessing the influence of intrapersonal factors that influence technology integration. Computers in the Schools, 25(1-2), 98111.
  33. Niederhauser, D.S., & Perkmen, S. (2010). Beyond self-efficacy: Measuring pre-service teachers’ instructional technology outcome expectations. Computers in Human Behavior, 26(4), 436-442.
  34. Niederhauser, D.S., & Stoddart, T. (2001). Teachers’ instructional perspectives and use of educational software. Teaching and Teacher Education, 17(1), 15-31. DOI:10.1016/S0742-051X(00)00036-6
  35. Oliver, T.A., & Shapiro, E (1993) Self-efficacy and computers. Journal of Computer-Based Instruction, 20, 81-85. Partnership for 21st Century Skills. (2004). Learning for the 21st century: A report and MILE guide for 21st century skills. Available online: http://www.p21.org/storage/documents/P21_Report.pdf. Petko, D. (2012). Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations. Computers& Education, 58(4), 1351-1359.
  36. Ropp, M.M. (1999). Exploring individual characteristics associated with learning to use computers in preservice teacher preparation. Journal of Research on Computing in Education, 31(4), 402-424.
  37. Russell, A.L. (1995). Stages in learning new technology: Naive adult email users. Computers in Education, 25(4), 17378.
  38. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Research, 15(2), 4-14.
  39. Talbot, D. (2012). Tectonic shifts in employment. Technology Review. Retrieved from http://www.technologyreview.com/article/39319/?nlid=nldly & Nld=2012-01-05
  40. Tyler, L. (2005). ICT literacy: Equipping students to succeed in an information-rich, technology-based society. Issue paper, Educational Testing Service. Retrieved from http://www.ets.org/Media/Tests/ICT_Literacy/pdf/ICT_Equipping_Students_to_Succeed.pdf.
  41. Vannatta, R.A. & Fordham, N. (2004). Teacher dispositions as predictors of classroom technology. Journal of Research Technology in Education, 36(3), 253-272.
  42. Wang, L., Ertmer, P.A., & Newby, T.J. (2004). Increasing preservice teachers' self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-252.
  43. Woodrow, J.E. (1992). The influence of programming training on the computer literacy and attitudes of preservice teachers. Journal of Research on Computing in Education, 25(2), 200-218.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Slides

Also Read

Related Collections