Developing Indicators for a Classroom Observation Tool on Pedagogy and Technology Integration: A Delphi Study
Computers in the Schools Volume 32, Number 1, ISSN 0738-0569
Rapid advances in technology and increased access to technology tools have created new instructional demands and expectations on teachers. Due to the ubiquitous presence of technology in K-12 schools, teachers are being observed on both their pedagogical and technology integration practices. Applying the technological pedagogical and content knowledge (TPCK) framework, the purpose of this study was to determine, through the Delphi research method, a consensus among experts of what should be contained in a classroom observation tool that simultaneously facilitates evaluating pedagogy and technology integration. The study resulted in a list of 30 indicators.
Elmendorf, D.C. & Song, L. (2015). Developing Indicators for a Classroom Observation Tool on Pedagogy and Technology Integration: A Delphi Study. Computers in the Schools, 32(1), 1-19.
Cited ByView References & Citations Map
Karen L. Pugh, Leping Liu & Ping Wang, University of Nevada Reno, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2117–2122
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