Trends in Types Of and Goals For Technology Usage As Teachers Increase Their Technology Integration
Sara Dexter, Melissa Anderson Morgan, University of Virginia, United States ; W. Monty Jones, Virginia Commonwealth University, United States ; J. Patrick Meyer, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Leaders in the treatment schools in a quasi-experimental study were guided to provide high-quality professional development as part of participation in a technology leadership development project. All schools’ leaders and teachers responded monthly as to their provision of and uses of, respectively, teachers’ opportunities to learn to integrate and actual uses and purposes for integration. Chi-square test of independence tests showed statistically significant differences between treatment and comparison schools’ teachers’ types and frequencies of, and purposes for technologies integrated. All Teachers frequently used technology, and teachers in treatment schools more often used technologies highly recommended in science and math; however, the nature and extent of the role technology played in supporting students’ deep conceptual understanding fell short of what is recommended.
Dexter, S., Anderson Morgan, M., Jones, W.M. & Meyer, J.P. (2016). Trends in Types Of and Goals For Technology Usage As Teachers Increase Their Technology Integration. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1203-1209). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from https://www.learntechlib.org/primary/p/171842/.
© 2016 Association for the Advancement of Computing in Education (AACE)
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