Browsing by Subject "technology integration"

Now showing 1 - 5 of 5
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    Examining Pre-service Teachers’ Technology Integration Perceptions and Practices
    (2021-07) Chang, Yu-Hui
    In this digital age, teachers are novice learners themselves of educational technologies. Pre-service teachers, in particular, face multiple layers of demands and challenges. Not only do they frequently need to learn how to use digital educational tools, but they also may need to adjust their pedagogies, which are directly connected to their beliefs about teaching and learning (Ertmer & Newby, 2016; Tondeur et al., 2017) and their confidence in the practice of technology integration (Hur et al., 2016). Current research lacks insight into pre-service teachers’ learning progress during their teacher training and its connection to their ongoing development of contemporary teaching practices that support diverse learning experiences (Ottenbreit-Leftwich et al., 2015). The purpose of this dissertation was to gain further insights into the conceptual changes pre-service K-12 teachers’ experience related to technology integration during their teacher preparation that prepares them for future classrooms. The qualitative case study method (Merriam, 2001) was selected in this study to explore pre-service teachers’ perceptions and their influences on the “how” and “why” of technology integration practices. This retrospective study examined 69 pre-service teachers’ learning trajectories and their conceptual changes related to technology integration within an educational technology course. Guided by learning sciences approaches (Hoadley & Van Haneghan, 2012), a technology integration model (Roblyer & Hughes, 2018), and the ISTE standards (2016; 2018), a qualitative content analysis was conducted through three steps of analysis to triangulate how pre-service teachers construct their perceptions. First, three major themes, ranging from limited use, conservative use, to constructive use of technology, were identified in the pre-course questionnaire analysis, while two main aspects, separated or integrated use of technology, were uncovered in the post-course questionnaire analysis. Finally, three focal participants were purposefully chosen to illustrate their developmental growth and how they translated their beliefs into instructional design. The results of this study offer suggestions and applications for pre-service teacher educators and teacher preparation in designing new approaches to better address the ongoing challenge of technology integration in K-12 classrooms.
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    How space design and technology can support the Pharmacy Practice Model Initiative through interprofessional collaboration
    (University of Minnesota, College of Pharmacy, 2014) Hahn, Lindsay; Buckner, Martha; Burns, Georgeann B.; Gregory, Debbie
    Purpose: The Pharmacy Practice Model Initiative (PPMI) calls pharmacists to more direct patient care and increased responsibility for medication-related outcomes, as a means of achieving greater safety, improving outcomes and reducing costs. This article acknowledges the value of interprofessional collaboration to the PPMI and identifies the implications of the Initiative for space design and technology, both of which stand to help the Initiative gather additional support. Summary: The profession of pharmacy has for some time now become increasingly vocal about its desire to take on greater responsibility for patient outcomes. With drug costs representing the largest portion of a hospital’s pharmacy budget and reimbursements becoming more contingent on readmission avoidance, the pharmacy’s influence on a hospital’s bottom line is significant. More importantly, study after study is showing that with greater pharmacist intervention, patient outcomes improve. This article addresses the ways in which developments in the fields of technology and facility design can assist in the deployment of the PPMI. Conclusion: As the PPMI achieves a critical level of support from inside and outside the pharmacy, and more empirical research emerges regarding the improved outcomes and cost savings of increasing the roles of both clinical pharmacists and pharmacy technicians, the industry sectors of healthcare technology and healthcare design stand ready to assist in the execution of this new model. By encouraging pharmacists, doctors and nurses to work together – and all caregivers to work with facility designers, biomedical engineers and IT specialists, there is the increased likelihood of these fields turning to each other to problem-solve together, all for the ultimate benefit to patients and their families.
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    The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning
    (2016-05) Allen, Kathryn
    Literacy and technology have historically informed and transformed each other. This mutual interaction creates cultural shifts that redefine what it means to be literate, and also impact the ways in which literacy is taught in contemporary classrooms. Literacy teaching and learning has been the focus of much study during the past 50 years (Dressman, 2007), and we have a reliable knowledge base regarding how teachers learn to effectively teach literacy (Dillon, O’Brien, Sato, & Kelly, 2011; Hammerness, Darling-Hammond, & Bransford, 2005; National Research Council, 2001). We also have a growing knowledge base regarding contemporary literacy (Coiro, Knobel, Lankshear, & Leu, 2008). However, there is a pressing need for research to examine and portray how teachers learn to teach in contemporary contexts and how teachers’ understandings of literacy develop through practice (Curwood, 2014; Schmidt-Crawford, Tai, Wang, & Jin, 2016). The purpose of this study was to better understand how teachers learned to teach literacy through the use of technology, and how teacher conceptions of literacy developed and were enacted in elementary classrooms. Using embedded case study methodology (Yin, 2014), I examined ways in which elementary teachers learned to integrate technology for literacy instruction. In addition, I explored specific learning processes that teachers used to support the integration of technology for literacy instruction. In this study I also sought to understand how teacher conceptions of literacy developed through the situated practice of everyday teaching and learning. Social cultural and social cognitive understandings formed the theoretical framework undergirding my study, particularly as interpreted through a communities of practice lens (Wenger, 1998). Qualitative methods (Patton, 2002) were employed to collect data at three levels of inquiry: school context level, grade level team, and individual teacher. Analysis indicated that teachers learned to integrate technology for literacy instruction in both formal and informal modes, including through district professional development offerings, learning in community, and learning in and through the act of teaching. Communities of practice frameworks revealed that processes of legitimate peripheral participation, reification, negotiated meaning, identity formation and locality were helpful ways of understanding the critical processes involved in shifting into contemporary literacy practices. In addition, social cognitive processes of modeling, self-efficacy, goal setting, and visioning assisted teachers in enacting new understandings of literacy. Findings generated from data analysis indicated that teacher conceptions of literacy shifted in response to reflection on practice, and often in response to student reactions to technology integration. This study offers practical insight into how teachers learn to teach in contemporary literacy contexts, and presents suggestions for school leaders, teacher educators, teachers, and researchers as society continues to reimagine the meaning of literacy.
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    Pursuing More Equitable Technology Integration in Elementary Education: Post-Intentional Phenomenological Research Productions and Provocations
    (2018-08) Nielsen-Winkelman, Tiffany
    Teaching practices, whether intended or not, privilege and marginalize particular groups of people. Inequality in education reflects inequality in society. The different ways in which technology is used may bolster or reinforce social inequities (Araque, Maiden, Bravo, Estrada, Evans, Hubchik, Kirby & Reddy, 2013). The digital usage divide (Warschauer, 2003; Warschauer & Matuchniak, 2010) positions technology usage as an influencer on social divides through educational, social, political, cultural, linguistic, economic and institutional contexts (Araque et al., 2013; Gherardi, 2016; Selwyn, 2010; Warschauer, 2011a). Thus, technology usage is not neutral, and, conceptualizing the digital divides as social divides is powerful for equity work in education. As educators, and more importantly as humans, the ways in which we co-construct this world we belong to begs for us to take up an active role in improving it. This dissertation situates technology use in elementary education as simultaneously a social issue and social opportunity. The phenomenon under investigation, pursuing more equitable technology integration, was explored using post-intentional phenomenology methodology (Vagle, 2018) as it was produced, provoked and took shape. I designed and facilitated a professional learning cohort for six elementary educators, across four schools and three school districts. Professional learning cohort experiences centered on topics such as: digital divide; digital usage divide; participatory technology integration; race, social class and gender in the classroom; anti-bias education, technology use for social justice; and technology integration beliefs and practices. Participants gathered for three cohort meetings, engaged in a 1:1 conversational interview and informal interview follow-ups between November 2017 and May 2018. I used an iterative process to analyze across and through phenomenological materials (i.e. cohort artifacts, interview audio/video/transcripts, participant follow-up and a post-reflexivity journal), theory and post-reflexions. As with all equity focused work, there is a never-done-ness nature to the constant interrogation of, and the relationships with, equity social issues within technology integration practices. To this end, I offer three vivid illuminations (findings), with respect to the pursuit of more equitable technology integration: unOthering, questioning societal implications and achieving homeostasis. Concluding thoughts and productive speculations of this dissertation invite you as readers, as scholars and as educators to engage with three social issue → social opportunity conceptions: 1. Wobble [within the Technology Integration Ecosystem]; 2. Be Profoundly Present [in the Entanglements]; and 3. [Temper] Being and Becoming. In each, plausible possibilities for the fields of learning technologies, elementary education and/or teacher education are shared as means of social change towards a more just future. In which case, I conclude opportunities for social change dwells not within the technology tools themselves, but in the relationships among people, social systems and usage of these tools to represent and produce more equitable ways of knowing and being.
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    Technology Predispositions of Art Teacher Candidates: Influences on Technology Integration Practices
    (2016-05) St Louis Buchanan, Ellyn
    As computer and mobile technologies have become more prevalent in recent decades, the need for thoughtful consideration and implementation of these tools into classroom curriculum has increased significantly. Within the field of art education, technology implementation presents a unique set of challenges as these tools can be used for both presentation and art creation purposes. K-12 art teachers are tasked with the responsibility of providing their students the necessary technology experience through their curriculum to foster creativity and the development of technical skills. But how are art teachers being trained to use technology in their classrooms? Within the framework of arts based research, with elements of narrative inquiry, autoethnography, and case study, this study examines the baseline inclination and orientation towards technology, or “technology predispositions,” art teacher candidates possess at the beginning of their licensure program. These predispositions, the Technology Averse, the Technology Willing, and the Technology Savvy, are presented as narrative constructions created from compiled course data and interview transcripts, that illustrate the numerous factors that influence art teacher candidates’ ability and willingness to integrate technology into their teaching practice. Based on the stories of former art education licensure students, barriers to technology integration are identified such as computer anxiety, a rejection of the idea of computer technologies as a medium for art-creation, and a lack of technology-specific student teacher mentoring. Findings of this research indicate the benefits of increased knowledge sharing and effective integration modeling practices, as well as the need for greater technology mentorship within the pre-service year and student teacher placements.