Search results for author:"Anne Leftwich"
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Expert@technology-using teachers: Visions, strategies, and development (2007) pp. 1–270
In order to establish a theory of practitioner perceptions of technology integration, this study used a grounded theoretical framework to examine how teachers view and use technology, as well as the experiences that influence their development of...
Problem-based Learning: A Promising Instructional Approach for Technology Preparation for Pre-service Teachers
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3981–3988
Technology preparation courses need to adequately prepare pre-service teachers to effectively and innovatively integrate technology to facilitate teaching and learning in their future classrooms, which requires them to be able to effectively use...
Comparing How Teachers use Technology and Teacher Education Programs Prepare Teachers to use Technology
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1607–1614
Abstract: The purpose of this study was to investigate how teachers are prepared to use technology in their classrooms, and what experiences or topics impact the things that teachers do in their classrooms. The research questions for this study were ...
SITE Forum Discussion: A U.S. Department of Education National Study of Preservice Technology Integration Programs
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 5350–5349
The Center for Evaluation and Education Policy in the Indiana University School of Education will partner with a Washington, D.C.-area company for a first-of-its kind, $3.1 million project examining how current and emerging technologies are being...
Journal of Technology and Teacher Education Vol. 18, No. 1 (January 2010) pp. 5–33
With technology rapidly changing, preservice teacher technology skills improving, and highly qualified teacher licensure requirements, more teacher education programs may need to reevaluate how they are currently teaching technology. Although no...
Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning
Computers & Education Vol. 64, No. 1 (May 2013) pp. 175–182
Educators have been striving to achieve meaningful technology use in our K-12 classrooms for over 30 years. Yet, despite significant investments of time and money in infrastructure, training, and support “we have few assurances that [educators] are...
TechTrends: Linking Research and Practice to Improve Learning Vol. 50, No. 3 (May 2006) pp. 46–53
The federal Preparing Tomorrow's Teachers to Use Technology (PT3) grant program produced a variety of tools, strategies and resources which different grantee sites designed for educating preservice teachers on the integration of technology in K-12...
Gifted and Talented International Vol. 25, No. 1 (August 2010) pp. 89–92
This article presents the authors' response to Hisham B. Ghassib's article entitled "Where Does Creativity Fit into a Productivist Industrial Model of Knowledge Production?" The authors focus on one aspect of Ghassib's (2010) analysis of creativity...
T.H.E. Journal Vol. 26, No. 1 (1998) pp. 54–57
Describes steps followed by Western Carolina University's College of Business (North Carolina) in changing a traditional on-campus graduate program to a distance-learning environment: evaluating current mission, customer needs, and program to...
Journal of Research on Technology in Education Vol. 42, No. 3 (2010) pp. 255–284
Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent ...
Perceptions of Planning, Implementing and Evaluating Long-Term, Student-Chosen, Technology-Enhanced, Problem-Based Learning Units: Teacher Strategies and Student Experiences
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 986–988
The purpose of this presentation is to describe results of a research study conducted to examine teachers' and students' experiences with student-chosen technology-enhanced problem-based learning (PBL) units. According to Simons, Klein, and Brush ...
Preservice Teacher Computer Science Preparation: A Case Study of an Undergraduate Computer Education Licensure Program
Journal of Technology and Teacher Education Vol. 26, No. 3 (July 2018) pp. 375–409
This study presents the design of a Computer Education Licensure (CEL) program based on a situated learning theory framework. The study captures instructors' design considerations while designing the courses in the CEL program based on this...
Editorial - Developing Computationally Literate Teachers: Current Perspectives and Future Directions for Teacher Preparation in Computing Education
Journal of Technology and Teacher Education Vol. 26, No. 3 (July 2018) pp. 333–352
Since Wing (2006) advanced computational thinking (CT) as a way of introducing computer science (CS) ideas to all students, CS and CT education have experienced a resurgence across K-12 settings. This renewed interest is amplified by a number of...
Learning Technology Integration from a Service-Learning Project: Connecting Preservice Teachers to Real-World Problems
Journal of Experiential Education Vol. 41, No. 3 (2018) pp. 261–276
Background: Stand-alone educational technology courses have long faced the challenge of connecting preservice teachers to real-world problems of using technology for teaching and learning. Although many studies investigated the benefits of service...
Journal of Online Learning Research Vol. 1, No. 3 (December 2015) pp. 253–274
Teachers are typically abstracted from the design process and not referred to as instructional designers. However, they are constantly designing instruction (or adapting instructional materials) on a daily basis. Teachers provide a unique...
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3832–3839
In order to establish a theory of teacher technology integration perceptions, this study used a grounded theoretical framework and a multiple case study research design to examine the experiences that influence the development of technology...
K-12 Technology Leaders: Reported Practices of Technology Professional Development Planning, Implementation, and Evaluation
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 4 (December 2018) pp. 722–748
Teachers have perceived technology professional development (tech-PD) as ineffective, particularly when it does not address individual needs. Researchers need to examine how tech-PD experiences are planned, implemented, and evaluated. Typically K...
Computers & Education Vol. 78, No. 1 (September 2014) pp. 87–96
The purpose of this multiple case study was to critically evaluate the Technological Pedagogical Content Knowledge (TPACK) framework by examining the convergent and discriminant validity associated with two popular TPACK measures. Twenty-seven...
Exploring Options for Delivery in a Large Technology Integration Lecture Course for Pre-Service Teachers
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1689–1695
Large-lecture course delivery is a highly debated topic in higher education. This presentation will discuss web-based media used in a pre-service teacher technology integration course. The challenges involved in a large course include student...
Journal of Computing in Teacher Education Vol. 23, No. 2 (2007) pp. 55–61
Exemplary technology-using teachers achieve meaningful technology use in learner-centered, constructive environments despite the presence of both internal and external barriers. In this study, we discuss factors that enabled teachers to overcome...
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1615–1623
This paper described a case study of informed educational technology design. The paper discussed how a conceptual guide for technology teacher experiences (Ottenbreit-Leftwich, Glazewski, & Newby, 2010) informed educational technology design in a...
Implementing Socially Relevant Problem-Based Computer Science Curriculum at the Elementary Level: Students’ Computer Science Knowledge and Teachers’ Implementation Needs
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2257–2266
The focus of this research project was to examine how problem-based learning (PBL) impacts students’ interest and knowledge in computer science (CS) at the elementary level. By focusing on a problem that emphasizes social activism, we hypothesized...
Supporting Change in Teacher Practice: Examining Shifts of Teachers’ Professional Development Preferences and Needs for Technology Integration
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 4 (December 2017) pp. 522–548
Studies have shown that when K-12 school districts implement a new technology initiative, it is not always accompanied by effective teacher professional development (PD). Many teachers have indicated that effective technology PD experiences should...
The PBL-TECH Project: Web-Based Tools and Resources to Support Problem-Based Learning in Pre-Service Teacher Education
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3841–3849
This paper discusses the PBL-TECH project, which seeks to design, disseminate, evaluate, and sustain an enhanced teacher preparation model that provides teacher educators across the United States with web-based tools and resources to teach future...
Addressing technology integration concerns: Asynchronous video mentoring between pre-service teachers and exemplary technology-using in-service teachers
Australasian Journal of Educational Technology Vol. 34, No. 4 (Sep 16, 2018)
Research has identified that pre-service teachers have concerns about technology integration (e.g., their future school would lack technology resources; technology is not applicable in their subject areas). Mentoring has been highlighted as a means...
PBL-TECH: Using Web 2.0 Tools and Resources to Support Problem-Based Curricular Innovations in Pre-Service Teacher Education
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3959–3963
This paper will provide an overview of the PBL-TECH project. The purpose of the PBL-TECH project is to design, disseminate, evaluate, and sustain an enhanced teacher preparation model that will provide teacher educators across the United States with ...
Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence
Computers & Education Vol. 59, No. 1 (August 2012) pp. 134–144
This study reviewed qualitative studies that focused on strategies to prepare pre-service teachers to integrate technology into their lessons. A meta-ethnography approach was utilized to locate, critically appraise, and synthesize the results of...
Anne Leftwich; Thomas Brush; Serdar Abaci; Nate Powell; Tiffany Roman; Peter VanLeusen; Jesse Strycker
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4107–4112
Many have suggested one reason for these lower level activities may be attributed to teacher knowledge (U.S. ED, 2004), specially regarding the lack of obvious connections between technology uses and the curriculum. In order for teachers to use...
Computers & Education Vol. 55, No. 3 (November 2010) pp. 1321–1335
Studies have indicated that when teachers believe technology uses are valuable, they are more likely to incorporate those uses into their practices. This hermeneutical phenomenology study investigated the value beliefs that underlie teachers’ uses...
Computers & Education Vol. 59, No. 2 (September 2012) pp. 423–435
Early studies indicated that teachers’ enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers ...
Joke Voogt; Birgit Eickelmann; Amelie Labusch; Aman Yadav; Anne Leftwich; Allard Strijker; Kathryn Rich; Jon Good; Phil Sands
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 57–60
Computational Thinking is increasingly considered a key competency in the 21st century. Many countries have initiatives that are aimed to give Computational Thinking skills a proper place in the curriculum. However, since Computational Thinking is a ...
Facilitating Technology-Enhanced Problem-based Learning (PBL) in the Middle School Classroom: An Examination of How and Why Teachers Adapt
Peggy A. Ertmer; Krista D. Glazewski; Donna Jones; Anne Ottenbreit-Leftwich; Yuksel Goktas; Kelly Collins; Aslihan Kocaman
Journal of Interactive Learning Research Vol. 20, No. 1 (January 2009) pp. 35–54
Despite the challenges inherent in adopting problem-based learning (PBL) in the middle school classroom, successful PBL teachers are able to find suitable solutions. In this exploratory study we examined the perceptions and practices of five...
Susie Gronseth; Thomas Brush; Anne Ottenbreit-Leftwich; Jesse Strycker; Serdar Abaci; Wylie Easterling; Tiffany Roman; Sungwon Shin; Peter van Leusen
Journal of Digital Learning in Teacher Education Vol. 27, No. 1 (2010) pp. 30–36
Prior research has indicated that all U.S. teacher preparation programs provide instruction on technology integration within coursework and related requirements. This study provides a more detailed investigation into the types and content of...
Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?
Anne T. Ottenbreit-Leftwich; Thomas A. Brush; Jesse Strycker; Susie Gronseth; Tiffany Roman; Serdar Abaci; Peter vanLeusen; Sungwon Shin; Wylie Easterling; Jonathan Plucker
Computers & Education Vol. 59, No. 2 (September 2012) pp. 399–411
Researchers have called for renewed efforts in exploring both what knowledge should be taught in preservice teacher education programs with regard to technology, and how to best prepare teachers to effectively use that knowledge to support teaching...
(2013) pp. 1–186
Research Highlights in Technology and Teacher Education is now in its fifth year of publication, and has become one of the most important journals for the Society for Information Technology and Teacher Education (SITE). This journal represents the...