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Teacher Planning Problem Space of Expert Technology Integrating Teachers
PROCEEDINGS

, Georgia State University, United States

AACE Award

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Although expert technology integration planners exist, designing meaningful technology-integrated learning remains a challenge for teachers. To address this problem, the purpose of this case study was to examine how experts plan for technology integration. The conceptual framework for this study drew from information processing theory to combine two existing constructs resulting in a unique construct called the teacher planning problem space (TPPS). Participants included a purposeful sample of six technology-integrating experts. Data collection included a survey, interviews and technology artifacts related to innovative lessons. These items were interpreted using qualitative content analysis methods and presented as a single case. The preliminary results confirmed the influence of several external factors on planning as well as demonstrated some patterns in how experts planned for technology integration.

Citation

Davis, E. (2014). Teacher Planning Problem Space of Expert Technology Integrating Teachers. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1826-1831). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

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