Search results for author:"Amy Hutchison"
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Technology Integration with the Technology Integration Planning Cycle Model of Professional Development
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 938–948
The purpose of this study was to examine how thirty-three teachers in a year-long study engaged with a professional development model guided by the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014). Development of the model...
Literacy Teachers' Perceptions of Professional Development that Increases Integration of Technology into Literacy Instruction
Technology, Pedagogy and Education Vol. 21, No. 1 (2012) pp. 37–56
A national survey of 1441 literacy teachers in the US was conducted to understand the integration of digital technology into instruction. This paper reports results from open-ended questions in the survey aimed at determining teachers' perceptions...
Reading Teacher Vol. 67, No. 6 (March 2014) pp. 455–464
With the adoption of the Common Core State Standards by most states, the use of digital tools in literacy and language arts instruction has become of critical importance to educators. These changes produce a need for a better understanding of how...
International Journal of Education in Mathematics, Science and Technology Vol. 1, No. 1 (January 2013) pp. 16–24
Considering the increased influence of digital technologies on daily life (Fallows, 2004) and young children's increased use of interactive technologies ("Children Now," 2007), early childhood educators are beginning to think about the...
Preservice Teachers' Use of the Technology Integration Planning Cycle to Integrate iPads into Literacy Instruction
Journal of Research on Technology in Education Vol. 48, No. 1 (2016) pp. 1–15
The purpose of this case study was to examine preservice teachers' use of the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014) to integrate iPads into literacy instruction. Analysis revealed two findings related to using...
Teachers' Perceptions of Integrating Information and Communication Technologies into Literacy Instruction: A National Survey in the United States
Reading Research Quarterly Vol. 46, No. 4 (2011) pp. 312–333
This research explores literacy teachers' perceptions of integrating information communication technologies (ICTs) into literacy instruction. To this end, a national survey of 1,441 literacy teachers in the United States was conducted. The survey...
Blogging within a Social Networking Site as a Form of Literature Response in a Teacher Education Course
Educational Media International Vol. 49, No. 4 (2012) pp. 263–275
The purpose of this qualitative study was to document how pre-service teachers in a children's literature course experienced blogging on a social networking site as a form of literature response. Understanding how pre-service teachers experience...
A national survey of teachers on their perceptions, challenges, and uses of information and communication technology
A national survey of teachers on their perceptions, challenges, and uses of information@and@communication@technology (2009) pp. 1–174
This study had five main purposes: (a) to investigate the extent to which literacy teachers nationwide integrate information and communication technologies (ICTs) into literacy instruction; (b) to investigate the extent to which ICTs are utilized in ...
Technology, Pedagogy and Education Vol. 24, No. 4 (2015) pp. 407–422
The purpose of this case study was to examine how iPads could be integrated into literacy instruction in a fourth-grade classroom in ways consistent with new conceptions of literacy and in ways that transform traditional literacy instruction by...
The STAK Model: Exploring Individualized Professional Development for Technology Integration in Literacy
Journal of Technology and Teacher Education Vol. 26, No. 4 (2018) pp. 613–644
While teachers in many states are implementing the Common Core State Standards, increased attention is being paid to supporting teachers through professional development, especially for meeting standards involving digital literacy. This study...
An Examination of How a Teacher's Use of Digital Tools Empowers and Constrains Language Arts Instruction
Computers in the Schools Vol. 31, No. 4 (2014) pp. 316–338
The Common Core State Standards produce a need to understand how digital tools can support literacy instruction. The purpose of this case study was to explore how a language arts teacher's integration of computers and iPads empowered and...
The Potential of Digital Technologies to Support Literacy Instruction Relevant to the Common Core State Standards
Journal of Adolescent & Adult Literacy Vol. 58, No. 2 (October 2014) pp. 147–156
Digital tools have the potential to transform instruction and promote literacies outlined in the Common Core State Standards. Empirical research is examined to illustrate this potential in grades 6-12 instruction.
Examining the Technology Integration Planning Cycle Model of Professional Development to Support Teachers' Instructional Practices
Teachers College Record Vol. 120, No. 10 (2018)
Background: Presently, models of professional development aimed at supporting teachers' technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage...
Literacy Research and Instruction Vol. 57, No. 1 (2018) pp. 5–25
This study explored how 26 preservice secondary content teachers perceived their experiences participating in and developing a Twitter-based professional learning network focused on disciplinary literacy. Participants completed blog reflections and...
Reading Teacher Vol. 66, No. 1 (September 2012) pp. 15–23
The goal of this investigation was to explore how a fourth grade teacher could integrate iPads into her literacy instruction to simultaneously teach print-based and digital literacy goals. The teacher used iPads for a three-week period during her...
Technology and Engineering Teacher Vol. 77, No. 4 (2018) pp. 25–29
Computational thinking is an important and necessary way of thinking for computer programmers and other professionals in science, technology, engineering, and mathematics (STEM). Research on emerging practices around computational thinking that is...
Language Arts Vol. 89, No. 4 (March 2012) pp. 232–243
This article describes a project that studied 15 preservice teachers' perceptions of and reactions to responding to children's and young adult literature using a Ning blog. These perceptions and reactions provided insight into various practical...
Reading Teacher Vol. 69, No. 5 (2016) pp. 493–503
In this article the authors present the concept of Coding Literacy and describe the ways in which coding apps can support the development of Coding Literacy and disciplinary and digital literacy skills. Through detailed examples, we describe how...
Seth A. Parsons; Amy C. Hutchison; Leigh A. Hall; Allison Ward Parsons; Samantha T. Ives; Alicia Bruyning Leggett
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 82, No. 1 (June 2019) pp. 33–42