Search results for author:"Sarah K. Howard"
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Technology, Pedagogy and Education Vol. 22, No. 3 (2013) pp. 357–372
Teachers who do not integrate technology are often labelled as "resistant" to change. Yet, considerable uncertainties remain about appropriate uses and actual value of technology in teaching and learning, which can make integration and...
Educational Media International Vol. 48, No. 4 (2011) pp. 261–272
Educational change, such as technology integration, involves risk. Teachers are encouraged to "take risks", but what risks they are asked to take and how do they perceive these risks? Developing an understanding of teachers' technology-related risk...
Teachers’ Beliefs about First- and Second-Order Barriers to ICT Integration: Preliminary Findings from a South African Study
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2098–2105
Teachers’ beliefs have been shown to play a critical role in their decision to utilize technology in their classrooms, but few studies have examined those beliefs among South African teachers. This paper reports preliminary findings from a...
Computers in the Schools Vol. 30, No. 4 (2013) pp. 359–377
Despite significant investment in school one-to-one device programs, little is known about which aspects of program implementation work and why. Through a comparison of two implementation models, adopter-diffusion and saturation, and using existing...
Education and Information Technologies Vol. 21, No. 6 (2016) pp. 1877–1894
This paper introduces system dynamics modeling to understand, visualize and explore technology integration in schools, through the development of a theoretical model of technology-related change in teachers' practice. Technology integration is a...
Education and Information Technologies Vol. 21, No. 5 (2016) pp. 1351–1366
Risk is an integral part of change. Technology-related change in teachers' practice is guided by confidence engaging in and beliefs about integration. However, it is also affected by how teachers feel about taking risks, experimenting and change....
British Journal of Educational Technology Vol. 46, No. 2 (Mar 30, 2015) pp. 360–369
The purpose of this paper is to explore the relationship of subject areas to teachers' technology integration. Educational technology research has often identified “culture clashes” to explain differences in technology use between subject areas....
Student rules: Exploring patterns of students’ computer-efficacy and engagement with digital technologies in learning
Computers & Education Vol. 101, No. 1 (October 2016) pp. 29–42
Teachers’ beliefs about students’ engagement in and knowledge of digital technologies will affect technologically integrated learning designs. Over the past few decades, teachers have tended to feel that students were confident and engaged users of...
Exploring Engineering Instructors' Views about Writing and Online Tools to Support Communication in Engineering
European Journal of Engineering Education Vol. 42, No. 6 (2017) pp. 875–889
To be fully prepared for the professional workplace, Engineering students need to be able to effectively communicate. However, there has been a growing concern in the field about students' preparedness for this aspect of their future work. It is...
Working the system: Development of a system model of technology integration to inform learning task design
British Journal of Educational Technology Vol. 50, No. 1 (January 2019) pp. 326–341
There has been extensive investigation into factors affecting digital technology integration in learning and teaching, but the complexity of integration continues to elude understanding. Thus, questions about how digital technologies can be best...
Technology practices: Confirmatory factor analysis and exploration of teachers' technology integration in subject areas
Computers & Education Vol. 90, No. 1 (2015) pp. 24–35
It is thought that gains in student learning from the use of digital technologies are more likely to be related to teachers' practice than the technology itself. In secondary schooling, a key aspect of this is concerned with understanding how...
Computers & Education Vol. 127, No. 1 (December 2018) pp. 154–164
There has been a continuous and rapid increase in the volume of apps in recent years since tablets became widely available in schools. Tablets contain a wide variety of apps, which are used for a large range of activities and tasks, and they are...
Computers & Education Vol. 113, No. 1 (October 2017) pp. 226–242
The paper addresses and explains some of the key questions about the use of data mining in educational technology classroom research. Two examples of use of data mining techniques, namely, association rules mining and fuzzy representations are...
Dale S. Niederhauser; Sarah K. Howard; Joke Voogt; Douglas D. Agyei; Therese Laferriere; Jo Tondeur; Margaret J. Cox
Technology, Knowledge and Learning Vol. 23, No. 3 (2018) pp. 507–523
Although a positive impact of technology interventions on educational practice and student outcomes has been shown in many previous research settings, the use of technology in classrooms and schools is still often superficial and not meeting the...