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The Effectiveness and Usefulness of Integrating Modern
Technologies in Education
Action research
By
Fathi Nimrawi
Contents
Introduction ………………………………………………………………………………………………………… 1
Chapter One
Problem statements …………………………………………………………………………………………… 2
Purpose ………………………………………………………………………………………………………………. 2
Community Description ………………………………………………………………………………………..2
Chapter Two
A design for action research …………………………………………………………………………………3
Problem description ……………………………………………………………………………………………..3
Research tools and data collection ……………………………………………………………………….4
Procedures …………………………………………………………………………………………………………..4
Questioner Model A……………………………………………………………………………………………..5
Questioner Model B……………………………………………………………………………………………..7
Questioner Model C……………………………………………………………………………………………..8
Data analysis Stage one………………………………………………………………………………………..9
Data analysis Post- training Stage Two…………………………………………………………………11
Literature review………………………………………………………………………………………………..14
Causative analysis……………………………………………………………………………………………….15
Chapter Three
Discussion……………………………………………………………………………………………………………17
Recommendations……………………………………………………………………………………………..18
References …………………………………………………………………………………………………………21
Introduction
Technology Integration is, in fact, one of the controversial issues that has been
thoroughly discussed and investigated at all levels almost all over the world. In the
UAE, many conferences are held every year to highlight the importance of
technology integration in our educational system; they all come with the same
recommendation which is , full integration should be a must in the near
future .They build their argument on the fact that technology engulfs our life and
since technology has to do with almost every aspect of our everyday life ,we
should teach our children how to take advantage from it . The latest conference
was held on Wednesday the 3rd of October 2012 in Abu Dhabi entitled with
(Information Technology and the Future of Education in the UAE). At the end of the
conference Dr Jamal Al Suadi emphasized on the importance of technology as key
of progress to the educational system. Make use of educational technology
progression in all aspect to be able to provide our children with the best
knowledge that is based on technology. In my school community, questions
concerning the effectiveness and efficiency of technology integration and teacher
training created controversy among teachers who no doubt reached conviction
that says technology integration is something imperative and it will eventually
prevail, still you find others who strongly fight against it. Those skeptics believe
that the educational system will not be able to cope with the nonstop flow of
technology that the gigantic companies are trying to flood the world with their
endless products. Before the technological revolution educational systems could
produce scholars, scientist, and pioneers who were brilliant in all fields of science,
and who even led world to the discovery of so many important inventions that
contributed a lot to the world. They added that, governments especially in the
Arab world are not serious about it this why they still produce and develop guided
and monitored curriculum that deliver a certain message.
Training courses, workshops seminars, conferences are considered to be a waste
of time, money, and effort although some of them do not know the basics of
educational technology
Believers on the other hand say that there is no harm of trying since the whole
world is changing its direction towards the intensive use of technology in
education; they believe that training could be of a great value for both teachers
and students. Technology can be a helpful factor in teaching and explaining
certain school subjects. Moreover, students these already know much about
technology since they are seriously involved in using technology at home or even
in the streets when they use their smart cell phones, I pads and other
sophisticated equipments. So teaching those using technology will not be
something new for them on the contrary, this technique will motivate them and
will give them a reason to explore and know more.
For that reason I conducted this research in which I will try to focus on that issue
from the perspective of my school community and number of teachers and
students from other secondary schools in the east coast. The study sample will
express their attitude towards technology integration through answering a
questioner which I think will give a clear idea about how teachers and students in
these communities think of technology integration and training.
Chapter I
Problem Statement
The problem is some high school teachers are not implementing technology
in a fully integrated manner. They are also against any sort of training on
this field.
Purpose
The purpose of this study is to determine why segments of the high school
teachers oppose training and technology integration in their classrooms.Description of the CommunityFor the purposes of this Action Research Project, teachers and students form Mohammed Bin Hamad and Saif bin Hamad Secondary schools collaborated to achieve the target. With the help of professional high tech trainers who will supervise and monitor the Performance of the study sample and the educational zone in Fujairah, I could limit the number of my study subjects to reach seventy teachers with different backgrounds and various subjects; they all share the same idea of rejection to the idea of integration and fifty students of different levels For this study, the sample of teachers was divided in to two groups that will answer the same questioner ,one group will be a subject for a week long intensive training on technology integration during which they will attend conferences, seminars ,workshops and training sessions. In addition to me, as a team leader the administrations in both schools hired a team of three full-time technology team positions, including an Instructional Technology Facilitator, a School Library Media Coordinator, and a Technology Assistant/Technician. This team will work closely with each of the teachers to provide individualized instruction in the mechanical use of technology as well as instruction in best practices for integration.
The other group will remain untrained. When training is over the two groups will be asked to answer the questioner again to see if there is any change. As for the students sample there will be no training for any of them; they will only give their
opinion of the study subject so that the researcher can enforce the principle that says, in one way or another most secondary school students are for the idea of integration. This initial tentative research will take place at Mohammed Bin Hamad secondary school, since it is the focus of the educational zone as well as the ministry of education since it witnessed so many improvements in the field of technology integration in such a short time.
Chapter II
A Design of Action Research Proposal
(The effectiveness and usefulness or integrating technology in education )
Problem
The problem is that some school teachers do not believe in implementing
technology in a fully integrated manner; they are also against any sort of
training on this field.
Problem Description
This problem indicates that, technology use is very shallow or even does not
exist on the agenda of a large number of teachers who were not previously
trained and refuse to be exposed to any sort of training to technology
integration either. Properly because they fear change or they don’t have the
desire to learn. This by all means does not apply on new teachers as it does
for teachers with long experience, because newly appointed teachers are
still young, enthusiastic and technology is part of their daily life; they know
how to employ it to serve the educational purpose. Since technology is in a
constant change, you find them eager to be updated. Technology is
booming in astonishing way which makes it difficult for most teachers to
cope with such advancements; in addition, teachers have no or very little
time to deal with or explore the options and benefits that the new
technologies offer since they have many other duties to attend to.
(Rakes et al, 2006, p. 412) says that technology is used superficially by
many teachers who focus on using technology itself than focusing on the
use of technology as a supportive agent for the teaching learning process.
This problem contradicts with the pedagogical system of teachers who
believe that students are the core of their career. Those teachers are more
likely to prioritize technology integration and use it successfully. Moreover,
(Levin & Wadmany, 2006, p. 160) says In addition to the primitive use of
technology, evidence also suggests that up to 80% of teachers use
computer technology less than 50% of the time in classroom instruction
(Bauer & Kenton, 2005, p. 535). Bauer and Kenton found that a common
teacher complaint tied to this is that the time of the period is insufficient to
be consumed or wasted trying to integrate technology; teachers need that
time to finish the curriculum.
Evidence suggests that when the quality of technology integration is not
ensured, time spent with technology may do students more harm than
Research tools and data collection
1 – Observation
2 – Teachers' records
3 - Questioners
4 – Interviews
Procedures
In order to reach the required credibility and precision in this action research,
the researcher selected a number of teachers from tow schools in the east
coast who share the same view concerning technology integration in education
and a number of secondary students. Teachers will be divided into two groups
of approximately thirty five teachers each; they will all be interviewed first, then
they will be asked to answer a tow part Questioner the first part consists of
twenty statements were as the second part consists of twenty four questions .
Students will be asked to respond to fourteen statements. Data will be
analyzed, and then group two will be a subject of a full week intensive training.
After the training group two will be asked to answer the questioner a second
time and data will be analyzed again to see if any changes occurred.
Planning
Definition of the problem and
research approach
Action
Definition of the problem and research
Observing and analyzing data
collection
On the impact of
Critical reflection developing revised action on the bases
of observation
Dear colleague please respond to the following statements to the best of your knowledge; your careful answers will help us measure the effectiveness of modern technology integration in
education.
Y = yes N= no DN= don’t know
(Module A)
DNNyStatementN
Iam unable to produce educational multimedia.1
Iam unable to employ technology in education.2
I don’t feel like integrating in education.3
I feel that technology integration is not necessary.4
The school administration does not provide any training for teachers.5
Iam not trained enough on the use of technology.6
The classroom does not contain any sort of technology.7
Students do not bear the use of technology.8
The school administration careless about education technology.9
The technological equipments need maintenance10
I don’t understand the language of instructions.11
The time of the lesson is not enough.12
Iam over loaded with extra duties that prevent me from using technology.13
I feel that PowerPoint presentations do not add anything to education.14
students use computers for chatting ,playing Most15
Students lack the motive to learn, even when modern technology is
involved.
16
The community is not aware of the importance of integration17
We still need time and effort to reach full technology integration.18
Our educational system is not yet ready for full technology integration19
.Technology can never be a replacement for teachers.20
Dear colleague please answer the following question to the best of your knowledge; your careful answers will help us measure the effectiveness of modern technology integration in education.
Y = yes N= no DN= don’t know
(Module B)
DNNyAre you a secondary school teacher?1
Do you like being a teacher?2
Do you see you self as an experienced teacher?3
Do think that full technology integration in education is necessary?4
Do you find it difficult to use modern technology in the classrooms?5
Have you ever attended training sessions or conferences on integration?
6
Would you like to know more about technology integration in education
7
Do you use computers efficiently?8
Do you use a desk top or a lap top to prepare your lessons?9
Do you find it difficult to deal with technological equipments?10
Do think that the using of the above equipment is easier than using
a computer?
11
Have you ever used a T.V or a cassette recorder in your lessons?12
Have you ever used an overhead projector?13
Is there a computer or a data show in your classroom?14
Do you usually refer to any websites for further information?15
Do you use the internet to intercommunicate with your students or
your superiors?
16
Does school provide the necessary training for teachers17
Are you willing to integrate new technologies in your classroom?18
Does the school administration encourage technology integration19
Do you need training in technology integration20
Is there a computer lab in your school?21
If the answer is yes , do often make use of this lab in education22
Do you use the curriculum as a main source of information?23
Are you ready to do whatever necessary to help your students?24
DNNYQuestionN
Technology based lessons are more attractive1I care more when the teacher uses technology to explain the lesson.2I can surf the web easily.3I have my own lap top and a free access to the net.4Teachers explain lessons using technology in a regular bases.5Teachers need more training on modern technology.6I do my homework and research study using the internet.7
Teachers encourage students to surf the internet8The ordinary curriculum is boring9The school provides the necessary technology for teachers and students
10
I can use my smart phone efficiently.11Students get enough technology lessons.12
The school administration allows students to access the web anytime.
13
Technology information is necessary for your future career.14Dear student please respond to the following statements to the best of your knowledge; your careful
answers will help us measure the effectiveness of modern technology integration in education
Y = Yes N = no DN = don’t know
(Module c)
Data Analysis (Stage 1)
Analyzing teachers responses to the first part of the questioner that
includes twenty statements; the research team could reach the results
shown in the table below
S Y N DN S Y N DN
S1 40
%
60% - S1
1
96% 4% -
S2 70
%
30% - S1
2
90% 5% 5%
S3 80
%
20% - S1
3
96% 4% -
S4 90
%
7% 3% S1
4
97% - 3%
S5 50
%
35% 15
%
S1
5
98% - 2%
S6 90
%
10% - S1
6
95% 5% -
S7 75
%
20% 5% S1
7
90% 6% 4%
S8 5% 10% 85
%
S1
8
85% 5% 10
%
S9 45
%
35% 20
%
S1
9
90% 7% 3%
S1
0
5% - 95
%
S2
0
100
%
- -
Table 1
As for the second part of the questioner that includes twenty four
question; teachers answers were to some extant similar to their answers
in the first part, and they were as follows
Q Y N DN Q Y N DN
1 100
%
- - 13 95
%
5% -
2 75% 25
%
- 14 85
%
15
%
-
3 100
%
- - 15 - 95
%
5%
4 - 95
%
5% 16 - 95
%
5%
5 80% 15
%
5% 17 _ 75
%
25
%
6 5% 95
%
- 18 25
%
65
%
10
%
7 35% 40
%
25
%
19 25
%
50
%
25
%
8 85% 15
%
5% 20 40
%
50
%
10
%
9 45% 35
%
20
%
21 90
%
- 10
%
10 75% 25
%
- 22 20
%
80
%
-
11 35% 30
%
35
%
23 99
%
1% -
12 99% 1% - 24 97
%
- 3%
Table 2
Data Analysis
Post –training stage 2
Thirty five teachers of the research community were subjected to a week
intensive training through which they had to attend PPD sessions, training
courses, and lectures in technology integration. Then they were asked to
answer the questioner a second time; result showed a dramatic change in
their attitude towards technology integration in education; they realized
that using technology is something different than integrating it in education
.They turned from teachers who opposed and rejected the idea of
integration to supporters who preach in favor of the idea. Analyzing their
answers the results came as follows
S Y N DN S Y N DN
S1 5% 95% - S1 54% 46 -
1 %
S2 2% 85% 13
%
S1
2
73% 15
%
2%
S3 23
%
77% - S1
3
92% 8% -
S4 10
%
90% - S1
4
66% -32 2%
S5 - 95% 5% S1
5
96% - 4%
S6 _ 100
%
- S1
6
89% - 11
%
S7 75
%
20% 5% S1
7
85% 11
%
4%
S8 16
%
10% 74
%
S1
8
80% 5% 15
%
S9 13
%
70% 16
%
S1
9
90% 7% 3%
S1
0
25
%
35% 40
%
S2
0
100
%
- -
Q Y N DN Q Y N DN
1 100
%
- - 13 95
%
5% -
2 81% 19
%
- 14 85
%
15
%
-
3 100
%
- - 15 - 95
%
5%
4 75% 20
%
5% 16 - 90
%
10
%
5 10% 85
%
5% 17 80
%
15
%
5%
6 100
%
- - 18 82
%
7% 11
%
7 75% 20
%
5% 19 65
%
30
%
5%
8 90% 10
%
- 20 75
%
20
%
5%
9 55% 25
%
20
%
21 90
%
- 10
%
10 15% 85
%
- 22 20
%
80
%
-
11 17% 20
%
63
%
23 90
%
10
%
-
12 97% 3% - 24 95
%
- 5%
Students' questioner data analysis
S Y N DN S Y N DN
1 75% 10% 15% 8 25% 70% 5%
2 79% 9% 12% 9 85% 10% 5%
3 97% 3% - 10 90% - 10
%
4 95% 5% - 11 100
%
- -
5 22% 78% - 12 27% 73% -
6 24% 15% 61% 13 85% 13% 2%
7 35% 20% 45% 14 95% - 5%
Statistics show that students are aware of the importance of technology
integration in their educational system; they also show that students are to a
great extant involved in this sort of technology in their everyday life through
using various kinds of technological equipments such as smart phones,
laptops, iPods and I pads .Moreover the majority of the students' community
have access to the internet inside the, at home or even in their personal
devices. So technology integration in education should be priority for all those
who work in the Ministry of Education; teachers are on the top of this list.
Literature review
Studies show that Technology Integration in the educational system in the
UAE is affected by many factors. These factors range from confusion between
the simple use of technology versus true integration to professional
development and training issues, teacher pedagogical decisions based on both
their own previous training as well the duties placed upon them to address
standardized assessments and standards-based expectations on their
classroom performance.
Most teachers do not differentiate between using technology for personal
purposes such as, surfing the net or chatting with friends and using technology
for pure educational purposes, so a distinction needs to be made between ‘use’
and ‘integration . It seems that it is difficult to reach full integration, since a
large number of teachers believe in the insignificance of this integration in
education. So as to reach full integration, we need to change teachers'
thoughts and beliefs regarding this subject. The use of technology for itself
does not lead to successful integration (Koehler & Mishra, 2005, p. 132).
Proper integration involves use of a technology in a way that makes the
technology a seamless, almost invisible part of the over-all learning
environment, similar to blackboards and chalk. It should be highlighted that
technology is a mean to facilitate the educational process and make more
attractive and enjoyable, and not a target, so if the focus of learning is on the
technology itself then proper integration has not taken place. The improper use
of technology in the classroom might lead to undesired result such students'
distraction and poor achievement. It is that technology shapes the twenty first
in every aspect; still we didn’t reach the full and proper integration in
education. Not because we don’t possess the right tools, but because decision
Makers Lake the determination and some teachers lake motivation and desire.
Some teachers were Unwilling to adapt their classroom practices to more fully
integrate technology (Bai & Ertmer, 2008, pp. 94-95). Since integrating new
technology requires exploring new ways of learning. Teachers who are unwilling to
modify their classroom methods will experience difficulties in integration. The
literature suggests that many new technologies such as computers and the Internet
are best integrated through student-centered methods, and teachers with more
traditional beliefs face greater degrees of change in their classroom practices when
facing technology integration (Levin & Wadmany, 2006, p. 160). If teachers are to
accept new ways of thinking about education they may need to be convinced
hoping that they will modify their negative attitude towards the usefulness and
effectiveness of technology.
Careful assessment of each teacher must be used to assure his or her readiness
to learn these new skills. Their awareness of having the skills, knowledge, and
training is essential for success in learning new ways of teaching. Whatever reasons
that might determine some teachers classroom practices, ideologies, or beliefs that
require loyalty and conformity by its adherents (Knowles et al, 2005, p. 68). One
factor may hinge on the way that technology is viewed is that , some teachers
might see technology simply as a means to deliver his or her instructions and might
lack the pedagogical sophistication to address technology as “tools to solve
problems” (Morrison & Lowther, 2005, p. 25). Finding ways to help these teachers
grow in their instructional practice is essential to proper technology integration.
Causative Analysis
The literature suggests several interrelated causes behind these integration
problems.
A perceived lack of time for teachers to fit technology into their already time-
crunched classes exists (Bauer & Kenton, 2005, p. 534). If a teacher already has
their hands full trying to assure that their students are learning all they need to and
are meeting the standards set for them, how can they possibly add learning about
technology to their student’s curriculum? The literature shows that a lack of
teacher's skill level in the use of technology is a strong factor in incomplete
integration (Rakes et al, 2006, p. 412).
Moreover, some teachers simply do not want to learn about and use technology,
and may even fight all attempts to have computers or other technology in their
classroom. Often these teachers possess a strongly traditional transmission model
of classroom practices and an inflexible pedagogy, which the literature shows can
be a major cause of lack of meaningful integration by individual teachers (Matzen &
Edmunds, 2007, p. 427).
Often a lack of adequate technology support staff exists, which leads to improper or
incomplete integration (Bauer & Kenton, 2005, p. 536). If a teacher has no one to go
to with technology questions, and no one to help them learn more about how to
integrate new technology, they will be less likely to succeed at full integration.
Often this is because of a fixation on ‘technology as the message’, instead of seeing
technology as only the medium for their own message, which the literature shows is
a detriment to integration (Lei & Zhao, 2007, 20).
Reviewing the questioner results and depending on interviews with the
research community, stage one and two, reasons behind integration
rejection can be summarized as follows
1- The absence of training for a large fraction of the community.
2- Most of them think that technology integration in education will be
insignificant. It would add nothing to the educational system components
3- Most teachers are satisfied with their traditional way of teaching and
presenting the curriculum.
4- The time of the lesson is too short to be wasted trying to adjust or fix the
technological equipments.
5- To maintain the necessary human interaction between teachers and
students.
6- Classes are not designed to fit with the integration.
7- Teachers mix between FTI and the simple use of technology
8- From a psychological point view , teachers are humans ,and humans fear
change it impossible for them to digest the idea of a new teaching
technique after a long time of implementing a completely different one.
9- Technology integration means extra work and extra training courses which
they believe they are too to handle
10-Technology can be taught as a separate subject.
Chapter III:
Problem Statement
The problem is that some school teachers do not believe in implementing
technology in a fully integrated manner; they are also against any sort of
training on this field.
Discussion
Proper use of a new technology will be an important factor in assuring teacher
confidence in the use of technology and will also enforce the idea of technology
integration in education. The analysis of the data in one study revealed that a
large number of teachers reject the idea of integration. Each and every one of
them has his own reasons that prevent him from integrating or even think of it.
Some of the reasons are justifiable and convincing such reasons are out of
control because they are related to the technological readiness of the school
they work for, the absence of training during their professional life, and above
all those teachers are too old to get PPD training on new technologies.
Nevertheless, some teachers who are relatively new in the field of education
and who have good technological knowledge decline the idea because they
don’t know the difference between the simple every day use of technology and
the use of technology for educational purposes. They believe the curriculum as
it is is quit enough because students are unwilling to handle the sophistication
of new technologies. On the other hand, they believe that the curriculum is too
ridged to be merged with technology. Reasons behind the rejection are too
many; the most important reasons are mentioned in this research.
The overall goal is to have useful technology fully integrated into the classroom in
a manner that enhances student learning and elevate the educational system that
was for a long time dependent on the traditional ways of teaching. Several
expected outcomes can be determined through exploring teachers' technology
integration within their classroom practice.
The first goal is to determine why some classroom teachers gain benefits from
technology while others do not. Classroom teachers and their teacher educators
can better understand a classroom teacher’s needs after proper documentation of
current practices. The classroom teacher’s observed level of technology
integration, personal computer usage, and current instructional practices
assessments that will provide meaningful data about their current practices (Rakes
et al, 2006, p. 412).
Secondly, the project will seek to provide training in technology integration that
can engage the flow of student learning and motivates student achievement.
Some of the literature indicated that “a focus shift from quantity to quality in
educational technology policy and standards can help create necessary conditions
for technology uses that have positive student impacts” (Lei & Zhao, 2007,
Implications).
The third goal of this project is to use technology as a change agent, provide
opportunities for teachers to grow in knowledge and professional practice by
helping the individual teacher to see how Constructivist teaching methods can be
used to improve student learning of the specific subject matter in his or her own
classroom.
Evidence suggests that well-integrated technology tends to conform to a
Constructivist educational model, and that appropriate use of technology can
reinforce higher cognitive skill development and complex thinking skills as
promoted through the use of Constructivist teaching practices (Rakes et al, 2006,
p. 421). Even for the most dedicated supporters of the transmission model of
learning, evidence suggests that increasing classroom teachers' technology
integration, in Constructivist ways will have a positive impact on students'
achievements regardless the teacher’s other teaching practices (Matzen &
Edmunds, 2007, p. 427).
Recommendations
As a quick remedial procedure, an intensive four week training course should be
carried out in the school premises to educate teachers of the importance of
integrating technology in the classrooms and how will this integration impact the
teachers' performance and the students' achievement. The purpose of this training
course is modifying and adjusting teachers' thoughts and beliefs concerning
technology integration. After teachers' prospective is changed, yearlong Training
should be conducted in a school. Work Plan should consist of all the IT basics that
teachers need in their classrooms to reach full technology integration
Training sessions should include Whiteboard Basics, Word Processing, Blogging,
PowerPoint, Internet Research, YouTube/Video, Spreadsheet and many other
different topics that might be helpful for teachers to reach a reasonable level of
technological knowledge that enables them integrate easily. Photoshop,
Graphics and Subject Area Educational Software can be a good example.
The first training sessions the teacher-learners will attend are the four-week
intensive, that include training on the use of technology in integration model
that goes a long with the school's policy in teacher training program of the
professional development goals of the school. These training sessions must be
held on a daily bases for 2 hours and should include condensed exams of the
process that are required in developing lesson plans model to assure the
integration of both technology and subject area content, and help develop the
underlying and understanding of the overall process of technology integration.
This includes an understanding of when technology is appropriate and when
one should cease.
The training then continues throughout the year with a new topic every
two weeks. Most of the time, topics are determined upon the participants'
request
The first week should include a teacher-learner hour-long meeting during
which the trainee and the mentor discuss the progress achieved and the
challenges that the trainee might face during the PPD sessions and how to
overcome them.
The main aim of these sessions is to provide trainees with instructions in
the use of various technologies, and ways to integrate that technology into
their classroom. Based on the trainees performance , their responses to the
training courses, and the trainers assessments , trainers should adjust their
techniques to meet the trainees' needs. Sessions should focus on how to use
the identified technologies within the teacher’s classroom setting ;they should
concentrate on exploring the use of technology within the teacher’s own
content subject and teach them who to combine the proper use of technology
and the content so as to reach the effective and useful integration .
The second week, trainees are required to present a demonstration lesson
during which the mentor will provide direct support for the teacher to integrate
materials and content from the Internet or other electronic sources and will
assist him in sessions will be technologically mentored. the session is to be
held in the school’s computer lab, media library or other technology facilities
such as the video production studio.
The sessions are planned for specific classroom areas because the sessions
will be video recorded for later review and assessment for each session.
Collaborative interaction with the technology mentor and the videotaping
provides the trainees with the necessary feedback on instructional practices
and integration while working alongside with both their own classroom
students and the technology mentor in developing these best practices for
technology use.
The technology team’s teacher-educators will follow these six underlying
Constructivist principles for our technology curriculum, as adapted from
Lebow’s Five Constructivist Principles (Lebow 1993, p. 5-12).
1. Acknowledge that the classroom teacher faces the challenge of
comparing and contrasting their existing rooted model with a new model
with which they have little or no experience (Perkins, 1992, p. 162).
2. Some teachers-learners are better prepared for technology integration
than others. Guide the learner slowly from practices that are similar to their
existing practices along a scale toward those that are more in line with the
models of fully integrated practices. (Matzen & Edmunds, 2007, p. 419).
Research indicates that “teacher education needs to begin with these
traditional beliefs and subsequently challenge them through activity,
reflection, and discourse in both coursework and field work throughout the
duration of the program” (Fosnot, 2005, p. 264).
3. The course of each lesson should model the technology as supporting the
classroom teacher’s specific needs and course materials.
4. The technology that is being learned is used to model its own best
practice usage and encourages exploration of the technology’s capabilities.
Technology should be Modeled as the medium for learning another subject,
and not as the subject of learning itself.
5. Support student-centered learning by helping the classroom teacher
develop skills and attitudes that enable him or her to assume increased
ownership for the developmental restructuring process. The teacher-
educator must constantly pay close attention to which aspects of the new
technology attract the learner’s interest and facilitate the learner’s pursuit
of knowledge through exploring that interest.
6. Encourage the exploration of errors. It helps for the technology mentor to
explain to the teacher-learner that they cannot break anything within the
technology while exploring, and to model common mistakes and how to
recover from them.
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