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Tools, tasks, and strategies: Achieving technology tool independence in the classroom
PROCEEDINGS

, University of Texas at El Paso, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teachers are provided with technology tools that range from the very simple to the very sophisticated. Often, when they receive professional development for a technology tool, they learn how to use it in only one context, and they never apply it to support additional learning activities. In order for teachers to learn to use technology tool to support learning goals that diverge from the original design, they must first master the tool, second, master their instructional environment, and third, be able to design new and creative ways of achieving a learning goal by adapting a tool to a novel use. This high level of mastery is termed by the author as “tool-task independence”. This paper introduces the Tool, Task, and Strategies Framework as one approach for achieving tool-task independence.

Citation

Giza, B. (2012). Tools, tasks, and strategies: Achieving technology tool independence in the classroom. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 3348-3352). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 19, 2019 from .

Keywords

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