You are here:

Technology Integration Practice as a Function of Pedagogical Expertise
ARTICLE

Journal of Research on Computing in Education Volume 33, Number 4, ISSN 0888-6504

Abstract

Investigated how teachers at various levels of technology use and teaching abilities used technology and how technology use related to general teaching practice. Highlights include teachers' personal definitions of technology integration; planning habits for technology inclusion; strategies for teaching about technology that matched teacher learning strategies; management of student computer use; and altered perspectives on assessment. (Author/LRW)

Citation

Pierson, M.E. (2001). Technology Integration Practice as a Function of Pedagogical Expertise. Journal of Research on Computing in Education, 33(4),. Retrieved April 20, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. Introducing SW-TPACK

    Norma Schropshire, University of St. Thomas, School of Social Work, United States

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2517–2523

  2. Experiences, Discourse and Critical Reflections Reveal an Innovative Online Instructional Combination

    Margaret Niess, Oregon State University, United States

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2499–2507

  3. The Nature of TPACK: Is TPACK Distinctive, Integrative or Transformative?

    Yi Jin, Kennesaw State University, United States

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2453–2458

  4. Promoting transformative changes in mathematics teaching and learning in elementary schools through international online collaboration.

    Irina Lyublinskaya, College of Staten Island, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1133–1139

  5. PCK and TPCK/TPACK: More than Etiology

    Michael Phillips, Faculty of Education, Monash University, Australia; Judi Harris, William & Mary School of Education, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2109–2116

  6. If There’s TPACK, is There Technological Pedagogical Reasoning and Action?

    Judi Harris, William & Mary School of Education, United States; Michael Phillips, Faculty of Education, Monash University, Australia

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2051–2061

  7. Learning/teaching technology in English Teacher Education: Findings from a national study.

    Donna Pasternak, University of Wisconsin-Milwaukee, United States; Heidi Hallman, University of Kansas, United States; Samantha Caughlan, Independent Scholar, United States; Laura Renzi, West Chester University of Pennsylvania, United States; Leslie Rush, University of Wyoming, United States; Hannah Meineke, University of Wisconsin-Milwaukee, United States

    Contemporary Issues in Technology and Teacher Education Vol. 16, No. 4 (December 2016) pp. 373–387

  8. Reimagining Pedagogical Content Knowledge for the 21st Century

    Scott Slough, Stephen F. Austin State University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 775–784

  9. Partnership, Practice, and Pedagogy: The Impact of Virtual Experiences on Pre-service Teachers

    Susan Poyo, Franciscan University of Steubenville, United States; Samantha Fecich, Grove City College, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 440–445

  10. Measuring TPACK in Vietnam: Issues still remain

    Kathy Jordan, Huong Dinh & Jennifer Elsden-Clifton, RMIT University, Australia

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 851–856

  11. Faculty’s Perceptions toward the Relationships between Pedagogical Use of Emerging Technologies and Classroom Technology Infusion

    Weichieh Wayne Yu, Chang Gung University of Science & Technology, Taiwan; Chunfu Charlie Lin & Jenny Wang, National Formosa University, Taiwan; Chia-Hao Chang & Mei-Hsin Ho, Chang Gung University of Science & Technology, Taiwan

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 2137–2144

  12. Educational technology training workshops for mathematics teachers: An exploration of perception changes

    Wilfred Lau & Allan Yuen, The University of Hong Kong

    Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)

  13. Fly on the Wall: Using Teleconferencing to Supervise Student Teacher Performance

    Marcia Bolton, Widener University

    Journal of Open, Flexible, and Distance Learning Vol. 14, No. 1 (2010) pp. 62–76

  14. Effective Technology Integration in the Secondary English Classroom: A Planning Guide for Teachers

    Kathryn Caprino, University of North Carolina at Chapel Hill, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1969–1973

  15. Creative Synthesis and TPACK: Supporting Teachers Through a Technology and Inquiry-Rich Graduate Degree Program

    Meghan McGlinn Manfra & Hiller A. Spires, North Carolina State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 13, No. 4 (December 2013) pp. 386–418

  16. ICT literacies and the curricular conundrum of calling all complex digital technologies “Tools”

    Jenny Arntzen, Don Krug & Zhengyan Wen, University of British Columbia, Canada

    International Journal of Education and Development using ICT Vol. 4, No. 4 (Dec 30, 2008) pp. 6–14

  17. Technology and active learning in teaching and learning: A model

    Jared Keengwe, University of North Dakota, United States; Joachim Agamba, Idaho State University, United States; Farhan Hussein, Lighthouse Academy of Nations, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2879–2882

  18. Situating TPACK in the Teacher Knowledge Base: Creating a Shared Theoretical Vision

    Leighann Forbes, Gannon University, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 5048–5053

  19. “got TPACK?” If not, Here’s Where to Learn about It! Book review of the AACTE Committee on Innovation and Technology’s Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators

    Natalie Milman, The George Washington University, United States

    Journal of Technology and Teacher Education Vol. 19, No. 1 (January 2011) pp. 111–116

  20. A Comparative Analysis of Teacher Education Faculty Development Models for Technology Integration

    Yesim Yilmazel-Sahin, Consultant, Center for Applied Linguistics, United States; Rebecca L. Oxford, University of Maryland, United States

    Journal of Technology and Teacher Education Vol. 18, No. 4 (October 2010) pp. 693–720

  21. Development of Pedagogical Technology Integration Content Knowledge in Preparing Mathematics Preservice Teachers: The Role of Instructional Case Analyses and Reflection

    Wanjira Kinuthia, Laurie Brantley-Dias & Pier Angeli Junor Clarke, Georgia State University, United States

    Journal of Technology and Teacher Education Vol. 18, No. 4 (October 2010) pp. 645–669

  22. The Effects of Teacher Content Authoring on TPACK and on Student Achievement in Algebra: Research on Instruction with the TI-Nspire Handheld

    Irina Lyublinskaya & Nelly Tournaki, CUNY College of Staten Island, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4396–4401

  23. Novice Mathematics Teachers’ Use of Technology-Generated Representations

    Virginia Fraser, Indiana University Southeast, United States; Joe Garofalo, University of Virginia, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3984–3992

  24. The Influence of Technology Skills on Preservice and Inservice Teachers’ Perceived Ability to Integrate Technology

    Michael Spaulding, University of Tennessee at Martin, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 2193–2202

  25. Developing a TPACK assessment framework for evaluating teachers’ knowledge and practice to provide ongoing feedback

    Jung Jin Kang, Min Lun Wu, Xiopeng Ni & Guofang Li, Michigan State University, United States

    EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 1980–1983

  26. Sabbaticals for Technology Integration

    Catherine Fulford, Celia Main-Anakalea & Rachel Boulay, University of Hawaii, United States

    EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 660–669

  27. Relationship of Preservice Teachers’ Technological Pedagogical Content Knowledge with their Vocational Self-Efficacy Beliefs

    Ismail Sahin, Selcuk University, Turkey; Ahmet Oguz Akturk, Karamanoglu Mehmetbey University, Turkey; Denise Schmidt, Iowa State University, United States

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4137–4144

  28. Handhelds, Mathematics, & Formative Assessment: TPACK in Preservice Teacher Preparation

    Kristin Redington Bennett, Wake Forest University, United States

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4132–4136

  29. TPACK Analysis of Communities of Practice: The Context of the Norwegian Knowledge Promotion Curriculum Reform

    Kirsti Engelien, University of Oslo (UiO), Norway; Tonje Hilde Giæver & Monica Johannesen, Oslo University College (HiO), Norway; Bente Klevenberg & Erik Knain, The Norwegian University of Life Sciences (UMB), Norway; Hæge Nore, Akershus University College (HiAK), Norway

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4062–4068

  30. Mathematics Teacher TPACK Standards and Development Model

    Margaret L. Niess, Oregon State University, United States; Robert N. Ronau, University of Louisville, United States; Kathryn G. Shafer, Ball State University, United States; Shannon O. Driskell, University of Dayton, United States; Suzanne R. Harper, Miami University, United States; Christopher Johnston, George Mason University, United States; Christine Browning, Western Michigan University, United States; S. Asli Özgün-Koca, Wayne State University, United States; Gladis Kersaint, University of South Florida, United States

    Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 4–24

  31. Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability

    Judy Lambert, The University of Toledo, United States; Yi Gong & Pru Cuper, Keene State College, United States

    Journal of Technology and Teacher Education Vol. 16, No. 4 (October 2008) pp. 385–410

  32. Teacher Candidates Reflect Together on their own Development of TPCK: Edited Teaching Videos as Data for Inquiry

    Melissa Pierson, University of Houston, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 5305–5309

  33. Mathematics Teachers Developing Technology, Pedagogy and Content Knowledge (TPACK)

    Margaret Niess, Oregon State University, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 5297–5304

  34. Visions, Strategies, and Developmental Processes of Expert Technology-Using Teachers

    Anne Leftwich, Indiana University, United States; Krista Glazewski, New Mexico State University, United States; Timothy Newby & Peggy Ertmer, Purdue University, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3832–3839

  35. The Use of Computer Tools to Support Meaningful Learning

    Jared Keengwe, Muskingum College, United States; Grace Onchwari, University of North Dakota, United States; Patrick Wachira, Cleveland State University, United States

    AACE Journal Vol. 16, No. 1 (January 2008) pp. 77–92

  36. The PT3 Crossroads Project: Searching for Technology-PCK and Results

    Mary Shoffner, Georgia State University, United States

    Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2636–2640

  37. A Technological-Pedagogical-Content Model for Developing Technology-Enhanced Curriculum

    Melissa Pierson, Univ. of Houston, United States

    Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2254–2257

  38. Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets

    Margaret Niess, Oregon State Univ., United States

    Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2238–2245

  39. Guest Editorial: Preparing Teachers to Teach Mathematics With Technology

    Margaret L. Niess, Oregon State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 6, No. 2 (June 2006) pp. 195–203

  40. Technological Knowledge: Restructuring a Teacher Preparation Program to Support the Education of Children and Youth with Disabilities

    Sylvia Martin, Monmouth University, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 4195–4198

  41. Integrating Technology in the Development of Mathematics Preservice Teachers' TPCK (Technology Pedagogical Content Knowledge): A Subject Specific Teacher Preparation Program

    Gogot Suharwoto & Maggie Niess, Oregon State University, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3829–3834

  42. Developing and Implementing a Technology Pedagogical Content Knowledge (TPCK) for Teaching Mathematics with Technology

    Gogot Suharwoto, Oregon State University, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3824–3828

  43. Preparing Preservice Teachers to Teach Mathematics With Technology - Developing a TPCK

    Margaret Niess, Oregon State University, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3788–3795

  44. Guiding Inservice Mathematics Teachers in Developing TPCK (Technology pedagogical content knowledge)

    Kwangho Lee, Gogot Suharwoto, Maggie Niess & Pejmon Sadri, Oregon State University, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3750–3765

  45. Prospective Teachers' Opinions on Factors that Contribute to Successful Technology Integration

    Recep Cakir & Soner Yildirim, Middle East Technical University, Turkey

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 2792–2797

  46. Personal Development Experiences of Teachers who Integrate Technology in Their Classes

    Christa Harrelson Deissler & Michael Orey, University of Georgia, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1519–1524

  47. Educational Beliefs of Teachers Who Integrate Technology

    Christa Harrelson Deissler, University of Georgia, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1511–1518

  48. Supportive Learning Environments for Students with Diverse Needs and Technology Use: Discussion of Case Studies and Implications for Teacher Training

    Sylvia Martin, Monmouth University, United States; Caroline Crawford, University of Houston-Clear Lake, United States

    Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3931–3936

  49. Assembling the pieces together: What are the most influencial components in mathematics preservice teachers' development of Technology Pedagogical Content Knowledge (TPCK)?

    Gogot Suharwoto & Kwangho Lee, Oregon State University, United States

    Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3534–3539

  50. Computer technology in the Classroom: Overcoming challenges and enhancing opportunities for successful integration of technology in instruction.

    Jared Keengwe, Indiana State University, United States

    Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1438–1441

  51. Teachers Teaching with Technology: Technology integration within a NETS aligned framework

    Amanda Smeltzer, Catherine Thurston & James Basham, University of Illinois Urbana-Champaign, United States

    Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 3366–3367

  52. Assessing Inservice Educator Performance of State and National Technology Standards

    Laurie Dias & Mary Shoffner, Georgia State University, United States

    Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2191–2198

  53. Be the Technology: Redefining Technology Integration in Classrooms

    Bob Tincher, Independence (KS) USD 446, United States; Steven Mills, University of Kansas, United States

    Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 2334–2338

  54. Integral Factors Influencing Teaching with Technology

    Susan Gilson, King Philip School District, United States; Michael Young, University of Connecticut, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2184–2188

  55. Technology integration of the elementary school teacher: A qualitative case study

    Kelly Springer, State University of West Georgia, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1413–1417

  56. An Online Training Model: Preparing Tomorrow’s Teachers to Use Technology

    James Basham, Amanda Palla & Evangeline Pianfetti, University of Illinois at Urbana-Champaign, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 3195–3202

  57. How Effective Is a Master's Program that Models Constructivist Teaching Strategies Integrated with High Level Technology in Transforming Graduates' Classroom Teaching?

    Jerry Woodbridge & June Main, Jacksonville University, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 4320–4331

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.