Technology Integration and Teaching Expertise.Report as inadecuate

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This paper reports on a study that investigated the relationships between technology-use and teaching ability in the practice of elementary teachers. Case study data from exemplary technology integrators, representing various levels of teaching and technology-use ability, led to the formulation of five assertions about ways these teachers taught with technology: (1) the ways technology was used determined the teachers' personal definitions of technology integration; (2) teachers at the lower levels of either technology use or teaching ability altered their planning habits when planning for technology inclusion; (3) teachers taught with and about technology according to their own personal learning strategies; (4) teachers' individual definitions of technology integration directed their management of student computer use; and (5) teachers at the lower levels of either technology-use or teaching ability altered their perspective on assessment when assessing student use of technology. Differences observed among technology-use practices were associated with individual levels of teaching expertise. The paper concludes by proposing a theoretical definition of technology integration, along with specific recommendations for the professional development of both preservice and inservice teachers. (Contains 21 references.) (MES)

Descriptors: Case Studies, Computer Uses in Education, Correlation, Educational Technology, Elementary Education, Faculty Development, Higher Education, Teacher Education, Technology Integration, Use Studies

Author: Pierson, Melissa E.


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