This study examined seventh grade students&rsquo / perceptions about collaborative learning, peer and teacher support, project based learning, technology integration into Science and Technology lesson and forum. The research included the implementation of collaborative project-based learning during 10 weeks. Students as groups created educational web sites on Science and Technology subjects by working co9llaboratively in Information Technologies lessons. This research was an action research case study. The major purpose of the study was to enhance the collaborative skills of students by applying a new practice. Besides this, it was aimed that all students could use computer more comfortably and by discovering and could use their computer skills in other disciplines. Qualitative data were collected through student interviews, observations, web site evaluation rubrics, and forum archives. It was seen that students enjoyed project-based learning and they gained the habit of working together developed with the help of collaborative group work. Moreover, they started to appreciate peer support and learned to respect each other&rsquo / s ideas. According to results, aware of responsibility of both low-achievers and high achievers increased. The feeling of self-confidence they gained when they completed the project helped them to overcome their fear to use computer. Most of the students preferred using computer in their projects or homework from other disciplines.

In this study, a three phase Sequential Mixed Method Design was utilized to test a research based model explaining the relationships between technology integration and the factors affecting it. In the first phase, interviews were conducted with 20 elementary school teachers to identify the most common factors affecting elementary teachers&rsquo / use of technologies. The qualitative findings then guided the development of a survey instrument in the second phase. In the last phase, this survey was administered to 1080 classroom teachers in Ankara. In this phase, a path analytical approach was utilized to investigate the direct and indirect effects of teaching experience, computer use in years, principal support, colleague support, technology competency, teachers&rsquo / attitude and belief towards using technology and lack of time on technology integration to elementary school settings. Our findings indicated that technology integration is a complex process affected by many factors and these factors are highly related to each other. Within all factors, teachers&rsquo / technology competency has the largest direct effect on technology integration. Also, principal support, computer use in years, colleague support and teachers&rsquo / attitude and belief have important influences on technology integration. The technology integration model developed in this study provides a valuable tool for both policy makers and school principals to design and develop some strategies to bring success about integrating technologies in school environments. It will help the school principals in developing a vision and plan, indicating how technology will be integrated to the lessons and how the teachers are expected to use technologies.

The purposes of this study were (1) to identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) to examine the relationships among &ldquo / TPACK&rdquo / , &ldquo / TISE&rdquo / and &ldquo / ITOE&rdquo / , and (3) to examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on &ldquo / TPACK&rdquo / , &ldquo / TISE&rdquo / , and &ldquo / ITOE&rdquo / scores. Seven hundred sixty pre-service physical education teachers from 14 randomly selected universities representing seven geographical regions in Turkey participated in the study. Data were collected by validated versions of &ldquo / TPACK&rdquo / , &ldquo / TISE&rdquo / , and &ldquo / ITOE&rdquo / surveys. Descriptive Analysis, Canonical Correlation Analysis, MANOVA, Independent t Test, and Qualitative Content Analysis were used for data analysis. Findings indicated that TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at good level. University instructors were not good role models in technology integration for the pre-service teachers in general. According to the pre-service teachers&rsquo / report, integration of physical education and sport related emerging technologies were almost did not exist in the teaching practices of university setting.TPACK, TISE, and ITOE were moderately related with each other (p&lt / 0.05). Preservice teachers&rsquo / self perceptions on TPACK, TISE, and ITOE were positively influenced by their perception of university instructors&rsquo / technology integration into teaching in university courses (p&lt / 0.05). Based on the findings, it is recommended to provide professional development programs for the teacher education program instructors in technology integration, in teaching and in emerging physical education and sport related technologies. In addition, using technology integrated teaching models by both university instructors and pre-service teachers should be encouraged.

abstract: Mary Lou Fulton Teachers College at Arizona State University recently adopted a "technology infusion" approach to prepare teacher candidates (TC) to integrate technology into their instruction and meet the International Society for Technology in Education Standards for Teachers (ISTE Standards*T) by infusing technology integration approaches into methods courses. At the onset of the technology infusion approach, one important ISTE Standard-T was neglected in the curriculum--that is, digital citizenship (DC), i.e., the responsible, legal, and ethical use of technology. To address this problem of practice, a suite of teaching materials and support services was created, the Technology Infusion Support System (TISS), to help instructors effectively teach DC. The suite consisted of four online modules on essential DC topics including copyright/fair use, digital footprint/social media, acceptable use policies, and responsible student behavior. The support component consisted of ongoing just-in-time support from a technology integration specialist, an instructor's guide, and a resource folder. This mixed methods action research study was conducted to examine: DC instruction by those who used the TISS and the influence of DC instruction on TC's intention to promote and model DC in their future classrooms. With respect to the second objective, the Theory of Planned Behavior (TPB) guided study efforts. Participants included teacher education faculty members who taught DC in technology-infused methods courses, their students, and the technology infusion specialists who provided ongoing support to instructors throughout the duration of the study. Data gathered included survey data, observations, focus group interviews, instructor interviews, and researcher journal entries. Results suggested the TISS was a useful intervention in a college using a technology infusion approach. Course instructors provided consistent instruction on a topic outside of their area of expertise. Further, there was a significant increase in the students' intention to promote and model DC in their future classrooms. The discussion focuses on explaining: the effectiveness of DC instruction; how instruction in DC changes students' intentions to promote and model DC; and the usefulness of the TPB model in understanding how attitudes toward DC, and perceived behavioral control, i.e., efficacy, influence intention to promote and model DC. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2015

Les principaux enjeux technico-scientifiques du 21ème siècle sont caractérisés par une interdisciplinarité et une convergence des technologies de plus en plus importantes. L'évolution des produits et services basés sur la bio- et la nanotechnologie sont parmi les exemples les plus connus. Il manque cependant des processus et des méthodes permettant d'organiser et de structurer la résolution de problème dans des environnements interdisciplinaires – ce terme faisant ici référence à la collaboration entre ingénieurs et chercheurs scientifiques.Ainsi, la question de recherche de ce travail de doctorat est la suivante :Comment soutenir et faciliter la résolution créative de problème interdisciplinaire et l'intégration des technologies dans des domaines basés sur la connaissance ?Pour répondre à cette question, trois hypothèses ont été formulées :La première hypothèse suggère que la composition d'un groupe en terme de disciplines (groupe multi- ou monodisciplinaire) a un impact sur le processus de résolution de problème en groupe ainsi que sur les résultats de ce processus.La deuxième hypothèse suggère un impact du support méthodologique sur le processus de résolution de problème en groupe ainsi que sur les résultats de ce processus.La troisième hypothèse suggère quant à elle que les concepts et notions clés des méthodes analytiques comme TRIZ et USIT peuvent être utilisés dans un processus d'intégration de technologie et peuvent soutenir ce processus.Les deux premières hypothèses ont été testées et validées par une expérimentation dans laquelle des groupes mono- et multidisciplinaires devaient générer des solutions pour un problème complexe en utilisant des méthodes intuitives ou analytiques. Alors que la composition de groupe impacte principalement les aspects quantitatifs et qualitatifs des solutions proposées, le support méthodologique influence quant à lui le processus de résolution de problème ainsi que les aspects qualitatifs des solutions. Plus important, l'impact des méthodes semble être dépendant de la composition des groupes.Pour tester la troisième hypothèse, les résultats de la première expérimentation ont été utilisés pour générer un modèle permettant de structurer la recherche et l'intégration d'une ou plusieurs technologies dans le cadre du développement de nouveaux produits. Ce modèle, qui intègre des méthodes et outils provenant de différentes méthodologies, a été testé par des ingénieurs lors d'une étude de cas industrielle dans le secteur des roulements à bille. L'évaluation du modèle montre qu'il semble faciliter le transfert de connaissance et améliorer la créativité des concepts développés comparé aux approches déjà existantes. En ce qui concerne l'effort nécessaire pour l'apprentissage et la mise en œuvre du modèle développé, les performances sont comparables à celles obtenues avec les méthodes préexistantes.Les résultats de ce travail sont particulièrement intéressants pour les équipes de la R et D et leur management dans les secteurs de la haute technologie ainsi que dans des domaines à l'interface entre l'ingénierie et les sciences naturelles. Le modèle développé est actuellement appliqué dans une démarche d'open innovation dans le secteur de la pharmacologie. / Most of the major technological challenges of the 21st century like e.g., reduction of greenhouse gas emission and sustainable energy supply, but also the bio- and nano-technological revolutions require intensified collaboration between different disciplines of engineering design as well as of natural science.The present Ph.D. research tries to provide some insight into the questions of• How to provide methodological support for creative problem solving in interdisciplinary groups composed of engineers and natural scientists?• How to support the process of the integration of a technology originating from a knowledge-intensive domain in order to solve a given design problem?The literature analyzed relevant aspects on several systemic levels (global, institutional, team-, individual and problem- perspective).The review allowed highlighting problems related to both, the activity as such as well as to the methods which seem a priori appropriate to support it. In this regard, incoherent interpretive schemes and majority influence are examples for the former and performance drawbacks as well as learning difficulties associated to hierarchical methodologies are instances of the latter.Based on the results of the literature review, two experiments were conducted.The first experiment inquired into the impact of disciplinary group composition (H1) as well as of the applied methodology (H2) on the creative group problem solving process and its outcomes.In a laboratory experiment 60 participants, 45 with a life science background and 15 with a mechanical engineering background were trained either in instances of intuitive approaches (Brainstorming, Mind Mapping) or in analytical, hierarchical methodology (TRIZ/USIT). Then, they had to solve an ill-defined medical problem in either mono- or multidisciplinary teams. The creative process as well as the output was documented using questionnaires and documentation sheets. Further the output was evaluated quantitatively by two domain experts before it was categorized qualitatively.Statistical analyses (ANOVA, Correlation parameters and Attraction rates), to a certain extent, support H1 and H2. More importantly however, the experiment shows differences related to method performance in general and as a function of disciplinary group composition in particular.The second experiment investigated whether concepts of TRIZ and its derivatives ((A/U)SIT) are appropriate to provide support for the process of technology integration before the background of an industrial NCD/NPPD process (H3).In order to test this hypothesis a model was developed which allows the identification and resolution of problems which typically appear during the integration of a specific technology into a given application. The model incorporates two of the most important concepts of TRIZ, and is sought to facilitate creative problem solving attempts in both, mono- and multidisciplinary teams.The said model was tested during an industrial NCD study in the roller bearing industry. After the case study, the participating engineers were asked to compare the applied model and the associated technology integration process with existing approaches used in the company.The results of the experiment point to superior performance of the presented model in terms of knowledge transfer-related and idea quality-related criteria. However, required resources for process conduction and necessary effort for the learning of the approach were considered comparable to existing approaches.The present Ph.D. work contributes to the understanding of creative problem solving in interdisciplinary groups in general and related to technology integration in particular. Especially the comparison of more pragmatic intuitive methods with more hierarchical analytical approaches depending on disciplinary group composition provided relevant insight for R&D processes.

This study investigates teacher cognition and technology use within a context of teaching Arabic to speakers of other languages. Specifically, teacher cognition is examined in relation to early learning experiences, teacher education, classroom practice, and work environment. Following a case study approach, three in-service teachers have been selected to represent different perspectives on using Information and Communications Technology (ICT) in language instruction. Findings suggest that teachers’ cognitions about teaching and learning, and about themselves as Arabic language professionals, shape technology use, determine reactions to perceived challenges, and illuminate differences between practitioners working within the same environment with regard to the integration of ICT into their practice. The research suggests that despite the absence of digital learning opportunities in early schooling and teacher education, these experiences still influence the choice of instructional strategies employed by teachers to support technology use. The study accentuates the role of context as a mediating force, supporting teacher cognition and ICT use, but also creating dissonance between them. Teacher cognition determines the weight that practitioners assign to different contextual factors. While lack of time is identified as the most significant barrier to adoption, peer collaboration is recognized as the most effective enabler for technology integration. Other key factors emerging in this study include institutional philosophy and policy, learning opportunities, and technical support. Conceptual, methodological, and professional contributions are addressed, and potential for further research is identified.

In this study the emotional responses of the teacher’s experiences in integrating ICT in the curriculum were identified. Teachers’ experiences were explored regarding challenges and benefits of incorporating ICT in their teaching. The aim of this research was to attempt to contribute to the field by investigating the affective aspects according to Krathwohl’s taxonomy. The study employed a qualitative approach where data was analysed through narrative stories, interviews and observations. The design was used to capture the life stories of the five teachers who were integrating ICT relating to their experiences and emotional responses. Data was analysed by conceptual analysis after which, ten emotional response themes were identified. The ten emotional responses were then concatenated into four categories namely: hope, joy, anger and fear. This study found that teachers do experience complex emotions in response to the integration of ICT although there is a positive effect on instruction when information and communication’s technology is used optimally. / Dissertation (MEd (CIE))--University of Pretoria, 2007. / Curriculum Studies / MEd / unrestricted

The focus of this study is to determine the relationship between a Career and Technical Education (CTE) Information Technology (IT) teacher's self-assessed level of technology proficiency to the level of technology integration into the classroom, the prior work experience in the information technology field, the years of teaching experience, and the stage of adoption of technology. Participants were CTE IT teachers who were members of an IT teacher listserv that was established by the UNT Grant for Educational Excellence from the Texas Education Agency/CTE and teaching in Grades 9-12 in the state of Texas during the 2015-2016 school year. The study utilized a quantitative survey methodology to gain a perspective on the correlation of the variables. Three validated self-report instruments were administered via an online survey. The three instruments utilized were the Technology Proficiency Self-Assessment for 21st Century Learning, Concerns-Based Adoption Model-Levels of Use (CBAM-LoU), and the Stages of Adoption of Technology.

Innovative teaching is, in essence, the art of breaking down barriers which prevent educators from preparing learners for the gruelling demands of the 21st century by exploiting the affordances of emerging Information and communications technologies (ICT) to enhance their teaching and learning strategies. The resulting new educational practice can affect roles, learning situations, patterns of interaction, learning spaces, strategies and theories as well as modes of assessment (Mioduser, Nachmias, Tubin,&Forkosh-Baruch, 2002a). The problem addressed in this study is that of innovative teacher knowledge construction and its context. The role of educational technologies in teaching and learning has evolved and changed dramatically over time but little is understood of how this knowledge manifests itself in their practice and how it is replicated and shared in practice. Pioneering, innovative teachers have developed personal theories that may potentially inform future practice once articulated and disseminated. This study sets out to deepen our understanding of how new knowledge is created in practice by innovative teachers and how this knowledge manifests itself in teaching and learning with emerging ICT. The consequent collaboration between researcher and participant teachers can act as a reconciliatory measure between practice and theory. The literature reviewed draws on tenets from socio-cultural theory, critical philosophy, emerging technology and teaching and learning theory and aims to construct rational foundations to assist in the articulation of new theories which, in turn, will better our understanding of this new emerging pedagogical practice. A post-modernistic interpretive prism views the research investigation through the work of teachers qualified as finalists in the Microsoft Innovative Teachers Forum Awards (ITFA) competition. This annual competition recognises and connects innovative teachers who share a common interest in the enhancement of teaching and learning through the use of technology. Data collecting instruments include metadata consisting of educational multimedia artefacts, virtual classroom tours (VCT’s), document analysis, innovative teacher workshops and interviews. The data were qualitatively analysed using Straussian Grounded Theory Method to articulate a substantive theory which aims to better our understanding of knowledge creation when innovative teachers use emerging technology to enhance their teaching and learning. The resultant substantive theory’s three core components comprise moral cohesion; innovation negotiations in context; and responsive governance as essential to innovative teachers’ pedagogical efficacy when they engage with emerging technologies. Innovative teachers’ perception of the professional burden they carry along with their bricoleur attitude allude to them using whatever means and whatever is at hand to equip learners with the skills required to make them contributing members of their community and the information society. Strategies for the constant renewal of pedagogical practices and the need for reflexivity included the appropriation of learners’ personal devices for learning where their disposition had to be carefully managed in accordance with ethical considerations and their various capabilities. Innovative teachers are powerful change agents within their school environments and in this regard a certain amount of freedom could be offered to innovative teachers to further explore their own practice whilst at the same time tasking them with additional responsibilities in growing organisational capabilities. Innovative teachers use their increased status and power within their schools to actively lobby for policy changes through participating in advisory committees and assisting in the drafting of documents that hold strategic, ethical and practical implications for the exploitation of emerging technologies within their schools. / Thesis (PhD)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted

Technology integration in the curriculum remains a challenge at different levels in the education system. In one Caribbean 4-year college, faculty are expected to prepare preservice teachers to integrate technology in classroom instruction. When preservice teachers are not prepared for technology integration, interventions are necessary to address this challenge of technology integration. The purpose of this qualitative bounded intrinsic case study was to gain an understanding of the process of technology integration by instructors at the research site. Davies' theory for understanding technological literacy and the technological, pedagogical, and content knowledge model conceptually framed this study. A purposeful sample of 13 instructors who integrated technology in their curricula and volunteered to participate were observed, interviewed, and provided documentation to explore how they integrated technology in their courses. Data were coded typologically using a priori codes and inductively to identify major themes regarding instructors' challenges and perceptions of technology integration. Instructors were consistent in their integration of technology, increased technology use when they held a positive view of technology, and did not use sufficient web-based tools. They expressed a need for additional technology integration training, because there is an absence of training opportunities offered in the area of technology integration. Based on these findings, a 3-day technology integration workshop was created for the instructors. These endeavors may contribute to positive social change by empowering instructors to adopt pedagogy that can transform the college classroom environment and can support instructors' teaching and learning, thus, preparing preservice teachers to embrace technology in their classrooms.