You are here:

Narrowing the Digital Divide: Encouraging the Development of Digital Competencies in K-12 Teachers
PROCEEDINGS

, , , Bowling Green State University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

Abstract: Access to appropriate technological resources in schools has become an issue, commonly labeled the “digital divide.” While the debate ensues in regards to an explicit definition for this phenomenon, research overwhelmingly demonstrates that students of marginalized populations remain on the lower end of access to and innovative use of current digital technologies. Accordingly, advocates of social justice point to the disparities of resources and quality learning opportunities experienced by students in poverty, including their exposure to dynamic technology integration in teaching and learning. Ultimately, teachers must be the ones to creatively integration digital technologies in their classrooms. This study documents the growth among teachers of underserved populations in the area of digital competencies, over a yearlong professional development project.

Citation

Banister, S., Vannatta Reinhart, R. & Ross, C. (2013). Narrowing the Digital Divide: Encouraging the Development of Digital Competencies in K-12 Teachers. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4662-4669). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2024 from .

References

View References & Citations Map
  1. Bartlett, A. (2002). Preparing preservice teachers to implement performance assessment and technology through electronic portfolios. Action in Teacher Education, 24(1), 90-97.
  2. Brown, B.J. (2000). New assessment strategies to improve business teacher preparation. National Business Education Yearbook, 2000(143-57).
  3. Bull, G., & Bull, G. (2003). The Digital Disconnect. Learning and Leading with Technology, 31(4), 28-31.
  4. Dusick, D.M. (1998). What social cognitive factors influence faculty members' use of computers for teacher? A literature review. Research on Computing in Education, 31(2), 123-137.
  5. Engstrom, D. (2005). Assessing for technological literacy. The Technology Teacher(December/January), 30-32.
  6. Ertmer, P.A., Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers& Education.
  7. Franicis-Pelton, L., Farragher, P., & Riecken, T. (2000). Content based technology: Learning by modeling. Journal of Technology and Teacher Education, 8(3), 177-186.
  8. Gettinger, M. (2001). Development and implementation of a performance-monitoring system for early childhood education. Early Childhood Education Journal, 29(1), 9-15.
  9. ISTE. (2012). Advancing Digital Age Teaching. NETS Standards, from http://www.iste.org/standards/nets-for-teachers.aspx Keengwe, J., Kidd, T., & Kyei-Blankson, L. (2009). Faculty and technology: Implications for faculty training and technology leadership. Journal of Science and Education and Technology, 18, 23-28.
  10. Kimball, C., & Cone, T. (2002). Perfomance assessment in real time. School Administrator, 59(4), 14-19.
  11. McManus, T.L. (2005). Assessing proficiencies in higher education: Benchmarking knowledge and ICT skills of students at an urban community college. Community& Junior College Libraries, 13(3), 43-51.
  12. Moersch, C. (1995). Levels of Technology Implementation (LoTi): A framework for measuring classroom technology use. Learning and Leading with Technology, 23(3), 40-42.
  13. Persichitte, K.A., & Herring, M. (2002). Performance assessment and ECIT Program Review: Nuts and bolts. TechTrends, 46(6), 42-45.
  14. Reeves, D. (2002). Six principles of effective accountability. Harvard Education Letter, 18(2), 7-8.
  15. Snider, S.L. (2002). Exploring technology integration in a field-based teacher education program: Implementation effort and findings. Journal of Research on Technology in Education, 34(3), 230-249.
  16. Thomas, T. (2011). First year students' critical thinking skills. Asian Social Science, 7(4), 2635.
  17. Vannatta, R., & Banister, S. (2009). Validating a measure of teacher technology integration. In C. Maddox (Ed.), Research Highlights in Technology and Teacher Education 2009. Chesapeake, Virginia: Society for Information Technology in Teacher Education.
  18. Vannatta, R.A., & Beyerback, B. (2001). Facilitating a constructivist vision of technology integration among education faculty and preservice teachers. Journal of Research on Computing in Education, 33(2), 132-148.
  19. Whittaker, A., & Young, V.M. (2002). Tensions in assessment design: professional development under high-stakes accountability. Teacher Education Quarterly, 29(3), 43-60.

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

Suggest Corrections to References

Also Read

Related Collections