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The Role of the Learning Technology Coordinator in the Professional Development of Teachers as they Integrate Learning Technologies into Classroom PracticeO’Donnell, Margaret M., res.cand@acu.edu.au January 2002 (has links)
This research study investigated the professional development of teachers as they integrate learning technologies into classroom practice. In particular, the study was concerned with the specific role of the learning technology coordinator in this professional development process. The views of classroom teachers were sought concerning factors in their professional development which they found useful together with the relevance of the role of the learning technology coordinator. So too, the views of the learning technology coordinators and principals were sought regarding effective professional development as teachers integrate learning technologies into classroom practice. Two processes were used to ascertain these views. Focus groups and interviews were conducted at the LaTTiCE (Learning and Teaching Technologies in Catholic Education) and Navigator schools. The Navigator and LaTTiCE school were specially funded pilot schools for the integration of learning technologies into classrooms. These technology rich schools provided detailed data from a specific group of people. A survey was also sent to randomly selected primary schools in Melbourne to see if similar responses would be gained from the general population of schools less privileged in terms of learning technologies and the associated professional development. Analysis of this data led to some important insights related to the professional development of teachers as they integrate learning technologies into classroom practice and to the specific role of the learning technology coordinator in this process. This study found that the main reason why teachers integrated learning technologies into classroom practice was to benefit their students and to improve their own skill levels. The important factors in the professional development of teachers integrating technology were that it was collaborative, embedded in practice, ongoing over time, had the support of the principal and was supported by a learning technology coordinator. This study focused on the role of the learning technology coordinator and found that the most important aspect of this role was related to the professional development of teachers and the coordination of the school’s technology program. These findings led to recommendations that priority be given to funding at a system level for a school based learning technology coordinator to be appointed in each primary school and that principals provide for this coordinator to focus on the professional development of teachers integrating technology into classroom practice.
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Attitudinal influence on technlogy usage by faculty in higher educationGreenberg, Valerie K. 27 April 2015 (has links)
The rapid inclusion of new technologies into educational curriculum has left some educators feeling ill prepared and anxious towards changes in teaching styles and curriculum necessary to put these innovations to use in their classrooms. It is imperative that we address this reluctance in order to provide inclusion of both faculty and students in the information revolution that began with the Internet and that continues to sweep the globe. Existing research takes primarily an external perspective to lack of technology usage in education; few studies have considered the psychological barriers that may contribute to technological and digital inequality within a University community. Real progress can be made in motivating technology resistant faculty by teaching them to differentiate between the characteristics of experts and novices, by providing them with the tools necessary to improve their self-efficacy to utilize new teaching technologies, and by providing the infrastructural support necessary to succeed. / text
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