Educational Media International Volume 47, Number 2, ISSN 0952-3987
This study used two surveys, the Activities of Instruction 2.0 (AOI 2.0) and the School Technology Needs Assessment (STNA) to assess the relationship between teachers' level of constructivism and their level of technology use. Results indicate that constructivist practices and beliefs were significant predictors of technology use, after accounting for the contribution of other individual level demographic variables, and school-level environmental factors. Teachers with more constructivist instructional practices were more likely to report using technology; similarly, teachers who believed more strongly that IT was a useful tool for student-centered/constructivist teaching were more likely to use technology. (Contains 8 tables and 3 notes.)
Overbay, A., Patterson, A.S., Vasu, E.S. & Grable, L.L. (2010). Constructivism and Technology Use: Findings from the Impacting Leadership Project. Educational Media International, 47(2), 103-120. Retrieved March 24, 2019 from https://www.learntechlib.org/p/107127/.
International Journal of Technology in Education and Science Vol. 3, No. 1 (Jan 24, 2019) pp. 1–18
Teachers’ Engagement with New Literacies as Support for Implementing Technology in the English/Language Arts Classroom
Melody Zoch, University of North Carolina at Greensboro, United States; Joy Myers, James Madison University, United States; Joy Myers, University of North Carolina at Greensboro, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 25–52
Professional Development in Engineering for Elementary and Middle Teachers: STEM Implementation and Outcomes
Amy Overbay & Lisa Grable, Overbay Consulting Group, United States; Amy Bradley & Emily Ludlum, Patterson Science Center, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1465–1471
James Bissell, Robert Morris University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1582–1587
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