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

, , 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

Record type: ARTICLE

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 March 19, 2019 from .

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