Integrating Technology into Classroom Instruction: A Teacher Model Made Easy
Michael Cook, Clemson University, United States ; Donna Sawyer, Independent Instructional Technology Consultant/Owner and Operator of Portable On-Demand Learning Strategies (PODLS), United States ; Sara Lee, North Carolina State University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The integration of technology into traditional classroom instruction presents an array of problems for teachers. Too often teachers’ perceptions of technology tend to be negative for a variety of reasons: lack of time to explore and learn, lack of access, lack of scaffolding and support, and inadequate technological knowledge to name but a few (Hutchison, 2012). Compounding teachers’ perceptions is the lack of quality and ongoing professional development designed to assist teachers in making the move to technology integration. In an effort to make technology use easier for teachers, we suggest utilizing Mishra and Koehler’s (2006) TPACK framework as a model for rethinking classroom instruction. We then propose a simple, three-step process to help teachers match learning targets and instructional strategies with powerful and useful technological tools to foster powerful learning results. Assessment of technological tools and skills is addressed as well.
Cook, M., Sawyer, D. & Lee, S. (2013). Integrating Technology into Classroom Instruction: A Teacher Model Made Easy. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 5133-5138). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).
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