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Teacher Self-Efficacy in 1:1 iPad Integration in Middle School Science and Math Classrooms
ARTICLE

, , University of North Carolina at Chapel Hill, United States

CITE Journal Volume 15, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Many schools are beginning to adopt one-to-one computing with the goal of developing students’ 21st-century skills, which allow students not only to learn content but to acquire critical skills (e.g., creativity, collaboration, and digital literacy) that will lead to future careers. Technology offers teachers the ability to transform the quality of instruction—to achieve a more student-centered learning environment, have more differentiated instruction, and develop problem- or project-based learning, and demand higher order thinking skills. A number of barriers and influences have emerged from the findings of this study on teachers’ practice and integration of technology into their classrooms. This study examines how these barriers, both internal and external, influence classroom pedagogy. Using a technology, pedagogy, and content knowledge (TPACK) framework, this paper examines the classroom practice of two middle grades mathematics and science teachers integrating a 1:1 initiative and the ways they dealt with the barriers in their classroom practices.

Citation

Minshew, L. & Anderson, J. (2015). Teacher Self-Efficacy in 1:1 iPad Integration in Middle School Science and Math Classrooms. Contemporary Issues in Technology and Teacher Education, 15(3), 334-367. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved February 20, 2019 from .

Keywords

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Cited By

  1. International Teachers’ Evolving Relationships with Educational Technology

    Medha Dalal & Leanna Archambault, Arizona State University, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 612–620

  2. Teacher Self-efficacy During the Implementation of a Problem-based Science Curriculum

    Charles Hodges, Georgia Southern University, United States; Jessica Gale, Georgia Institute of Technology Center for Education Integrating Science, Mathematics, and Computing (CEISMC), United States; Alicia Meng, Georgia Southern University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 16, No. 4 (December 2016) pp. 434–451

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