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Examining the Congruency of Factors Influencing K-12 Teacher and Student Perceptions and Use of Emerging Technological Tools in the Classroom
PROCEEDING

, , University of Central Florida, 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

Abstract

While there are numerous pedagogical benefits of emerging technological tools, the pace of the integration of these tools into the K-12 classroom is slow. This is problematic, as many of the instructional benefits of emerging applications align with ISTE and other relevant standards for 21st century learning. The intention of this study is to develop and assess a research model, which examines factors that influence K-12 teacher and student utilization of Web 2.0 tools, as well as congruency and incongruences in the perceived benefits and drawbacks of Web 2.0 applications in the K-12 classroom. The results of the study will enable the construction of predictors for K-12 teacher and student utilization of Web 2.0 applications, which can aid in the improvement of professional development programs and support for both preservice and inservice teachers, as well as the development of “best practices” for Web 2.0 integration strategies in the K-12 classroom.

Citation

Hartshorne, R. & Campbell, L. (2016). Examining the Congruency of Factors Influencing K-12 Teacher and Student Perceptions and Use of Emerging Technological Tools in the Classroom. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2065-2066). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 24, 2019 from .