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The Expanded Will, Skill, Tool Model : A Step toward Developing Technology Tools That Work
PROCEEDINGS

, , , The Institute for the Integration of Technology Into Teaching and Learning, United States

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper presents an expansion of the Will, Skill, Tool model of technology integration originally developed in 2000 (Knezek, Christensen, Hancock, and Shoho, 2000). This model posits that educator desire to use technology (will), training in use of technology (skill), and access to information processing hardware, software and support structures (tool), are all necessary for full integration of technology into the classroom environment . The expanded Will, Skill, Tool Model is designed to provide a workable framework for examining the interplay of multiple variables in operant, phenomenological, social cognitive, volitional, and socio-cultural aspects of the student, teacher, and technology relationship.

Citation

Hancock, R., Knezek, G. & Christensen, R. (2003). The Expanded Will, Skill, Tool Model : A Step toward Developing Technology Tools That Work. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1415-1422). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 17, 2019 from .

Keywords

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References

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These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

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Cited By

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

    Rhonda Christensen, University of North Texas, United States; Dale Niederhauser, West Virginia University, United States; Gerald Knezek, University of North Texas, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1028–1035

  2. Teacher Dispositions Toward Science, Technology, Engineering, and Mathematics (STEM)

    Gerald Knezek, University of North Texas, United States; Rhonda Christensen, Institute of Integration of Technology into Teaching and Learning, United States; Tandra Tyler-Wood, University of North Texas, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1539–1545

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.