You are here:

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

, , Jacksonville University, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

Abstract: This exploratory case study of technology integration in the classroom involved 42 observations in 16 classrooms, 20 interviews, and 27 responses to an online survey. Teachers were selected because they had a common background in integrated learning and technological knowledge and had graduated between 1995 and 2002 from Jacksonville University's MAT program. This case study analyzed the beliefs and classroom teaching strategies of teachers who participated in this master's program. Results revealed that technology integration varied according to individual teaching beliefs, perceptions towards technology innovations, and how the teacher practiced and put technology to work in the classroom. Active, authentic, constructive, cooperative, and intentional/reflective learning were teaching strategies found in 50% of the classroom observations. Participants credited the master's program that modeled these strategies with their success.

Citation

Woodbridge, J. & Main, J. (2004). How Effective Is a Master's Program that Models Constructivist Teaching Strategies Integrated with High Level Technology in Transforming Graduates' Classroom Teaching?. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 4320-4331). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from .

Keywords

References

View References & Citations Map
  1. Ertmer, P., Gopalakrishnan, S., & Ross, E. (2001). Technology-using teachers: Comparing perceptions of exemplary technology use to best practice. Journal of Research on Computing in Education, 33(5), 1-17. Retrieved Nov. 11, 2002 from the WorldWide Web: http://www.iste.org/jrte/33/5/ertmer.html.
  2. Lewis, T. (1999). Research in technology education: Some areas of need. Journal of Technology Education, 10 (2), 41-56.
  3. Pierson, M. (1999). Technology practice as a function of pedagogical expertise. (Doctoral dissertation, Arizona State University, 1999). UMI Dissertation Service, 9924200
  4. Pierson, M. (2001). Technology practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33 (4), 413-430.
  5. Senge, P.M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday Publishers.
  6. Sandholtz, J.H., Ringstaff, C, & Dwyer, D. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press, Columbia University.
  7. U.S. Department of Education. (1999). Teacher quality: A report on the preparation and qualifications of public school teachers. Washington, DC: National Center for Education Statistics. Retrieved January 12, 2004 from the WorldWide Web: http://nces.ed.gov/surveys/frss/publications/1999080/.
  8. Woodbridge, J. (2003). Technology Integration as a Teaching Strategy. Dissertation. Minneapolis, MN: Walden University.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References