Browsing by Subject "Technology integration"
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Item Integrating Mixed Reality Technologies into an Environmental Learning Field Experience: A Case Study(2022-12) O'Leary, PatrickThe demand for technology integration has presented teachers with new pedagogical choices for designing engaging learning experiences for students. These technology choices are becoming abundant and varied, confronting teachers and administrators with determining how effective these methods are for teaching. This research was focused on one of these choices, whether including mixed reality (MR) technologies enhanced the learning experience for college students in a field-based course. The experiential learning theory (Kolb, 1984) provided the framework for understanding the learning process through the experiential learning cycle; a cyclical process of starting with a concrete experience, reflecting on that experience, formulating new concepts, then applying what was learned. This theoretical framework was used to explore the research questions of how MR technology might enhance the learning process, enrich the reflections process, and determine if the students perceived these MR enhancements as useful. This constructivist process for learning was the basis for developing the MR field guide which provided the tool for examining the student experience while they participated in a soil science field study course. This research followed a constructivist-interpretive paradigm using a qualitative, exploratory case study methodology Merriam & Tisdell (2015). Interviews and surveys were used to illuminate the experience the students were having while using the MR field guide. Key findings indicated that the inclusion of the MR field guide has the potential to improve the learning experience and the reflective observation needed to influence learning. The research found that the MR technology facilitated by the MR field guide had both advantages and challenges in enhancing the learning experience. Student participants felt MR technology provided enhanced learning opportunities if certain challenges were overcome. The insights gained from the findings of this study will add to the knowledge for developing more effective teaching strategies when using MR technology and provide guidance to future efforts for technology integration in environmental education.Item A post-intentional phenomenological case study of pedagogical awareness of technology integration into secondary science teaching.(2012-07) Benson, Thor KristofferPre-service teachers continue to matriculate through content and methods courses without sufficient attention to how these disciplines merge in the practice of teaching with technology. Consequently, a disconnect exists between learning what to teach and the act of teaching with technology. In order to develop this proficiency, Niess (2005) and others (Beck and Wynn, 1998; Becker, 2001; Duhaney, 2001; Flick and Bell, 2000) suggest investigating the pedagogical decisions that teachers make and how technology integration must inform those decisions. Using Vagle's (2010) post-intentional phenomenological approach, this study examined the practice of two pre-service science teachers and the tentative manifestations of their pedagogical awareness of technology integration in secondary science student teaching. This study investigated the what, how and why surrounding the pedagogical decisions with technology and how these pre-service teachers came to understand the impacts to their teaching. Additionally, this study examined the challenges that existed in identifying the participants' pedagogical awareness of technology integration into teaching. Utilizing Mishra & Koehler's (2006) framework of technological pedagogical content knowledge (TCPK), the participants provided insight into their perception of how their TPCK changed throughout student teaching through observed lessons, interviews and the reflexive phenomenological practice of bridling. Single-case and cross-case analysis indicated that the participants perceived a deeper understanding in their TPCK, greater student engagement through student-centered technology integration and greater comfort levels with technology integration in their teaching. This study also indicated existent challenges in how pre-service teachers decipher their own pedagogical awareness from that of their cooperating teachers. These results have implications for science teacher preparation, cooperating teachers and student teaching supervisors as these constituents conglomerate into more effective science teacher preparation. Situating pre-service teachers in the reflexive practice of bridling provides both time and space to investigate their pedagogical understandings that inform the practice of teaching.Item A study of teachers' integration of App affordances and early literacy best practices(2014-05) Israelson, Madeleine HeinsAs a variety of learning technologies become increasingly present in early elementary classrooms the question of how to integrate technologies into early literacy teaching and learning is critical. A great deal is known about best practices for early elementary literacy instruction in traditional print-based texts (Pressley, 2006). Additionally, there is much innovative research studying how to effectively integrate learning technologies into secondary and late elementary literacy learning (Beach & O'Brien, 2012; Leu et al., 2007). Given the increasing prevalence of a variety of learning technologies in early elementary classrooms (kindergarten through 3rd grade) there is a pressing need for research to examine and document how teachers approach the integration of new learning technologies, such as handheld devices (e.g., iPod Touch devices, iPads) and apps, with their knowledge of best practices for effective early literacy instruction and the actual affordances of these practices. In this study I sought to describe how early elementary teachers integrate technologies into the teaching of literacy when presented with new handheld devices from upper administration. I also examined how (and if) teachers integrate their knowledge of best practices for early literacy learning with multimodalities, affordances and value added literacy opportunities when reviewing and selecting handheld device apps for early literacy instruction. My goal was to describe what happens when handheld devices are actually used in early literacy instruction, focusing on app affordances. Undergirded by a theoretical framework that blended constructivism, pragmatism and social cognitive and social constructivist theories of learning, I employed naturalistic inquiry (Lincoln and Guba, 1985) and case study methodologies (Yin, 1994). I collected data in two phases. First, I conducted a survey with a selective sample of 25 K-3rd grade teachers. Then, I purposively sampled two information-rich cases of kindergarten teachers, collecting data through interviews, verbal protocol procedures, classroom observations and photographs. Findings indicated that teachers used apps most often for students to independently practice phonics skills, and rarely or never for literacy instructional that required students to engage in higher-order thinking or collaborate with peers. The use of handheld devices and apps yielded a variety of negative affordances that inhibited or detracted from learning, several of these unanticipated by teachers. Teachers' selection of apps to use for instruction was influenced by factors including the cost of apps, student-centered approaches to teaching and beliefs about literacy best practices. The presence of the devices in the learning environment impacted and shaped students social interactions and learning experiences in their kindergarten classrooms, both in both positive and negative ways. This study identified concerns and issues that warrant consideration as handheld devices and apps are integrated into early elementary literacy learning, if teachers hope to use these tools in ways that not only support students' traditional print-based literacy development, but also assure students develop digital literacies strategies and critical 21st century skills.Item Technology integration in education: an examination of technology adoption in teaching and learning by secondary teachers in Minnesota(2014-03) Cherry, JenniferThe purpose of this study was to explore possible causal factors for level of teachers' adoption of technology in teaching and learning. Furthering the understanding of the factors related to teachers' technology adoption may facilitate increased levels of technology integration in the teaching and learning process. Based on previous research and Rogers' (2003) diffusion of innovations theory, the ex post facto causal comparative research design examined relationships between teachers' technology adoption and age, gender, level of education, teaching experience, technology anxiety, perceived barriers to technology integration, technology available for use in teaching, training sources utilized, and the main predictor variable subject area. Utilizing online survey methods, the Kotrlik-Redmann Technology Integration Survey (2002) was utilized to collect data from 187 Minnesota teachers within the subject areas of business, English language arts, math, science, and social studies. Statistical analysis of the data, conducted via SPSS, included descriptive statistics, ANOVA and Gabriel's post hoc tests, Pearson's chi-square tests, and multiple regression techniques. Findings suggest that technology adoption was significantly associated with the predictor variables technology anxiety, barriers to technology integration, technology available for teaching, and whether or not the teacher utilized college courses as a training source. Further, teachers' level of technology adoption differed by subject area. Business teachers adopted technology at significantly higher levels than other subject area teachers, especially math and science teachers. The findings of the study revealed technology anxiety perceived by teachers was fairly low. No significant main effects were found for technology anxiety between subject area teachers. Technology anxiety was negatively correlated with technology adoption, as technology anxiety increased teachers' level of technology adoption decreased. Teachers in this study reported low-to-moderate barriers to integrating technology in teaching and learning, with business teachers experiencing significantly lower barriers than other teachers. The findings of this study revealed a negative relationship between technology integration barriers and technology adoption, as barriers decreased, technology adoption increased. Most teachers utilized a variety of training sources such as self-teaching, workshops/conferences, colleagues, and completing college courses. Business teachers were most likely and social studies teachers were least likely to use college courses as a training source. Whether or not a teacher utilized college courses or self-teaching as a technology training source were significantly related to technology adoption. Findings of the study revealed a positive relationship between technology available and technology adoption, as the technology available for teaching increased teachers' level of technology adoption increased. Further, relationships existed between subject area and the technologies teachers had available for their use in teaching. Business teachers had significantly more technology available for their use than math or science teachers.