Relevant bibliographies by topics / Integrating technology in classrooms

Academic literature on the topic 'Integrating technology in classrooms'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Integrating technology in classrooms"

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Anthony Pragasam, Jane, and Nur Ainil Sulaiman. "Integrating Technology in ESL Reading Classroom: Accounting Pupils’ Perspectives." Arab World English Journal, no. 1 (January 20, 2023): 324–42. http://dx.doi.org/10.24093/awej/comm1.23.

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Technology integration in language teaching has become a more prominent option for more effective teaching and learning process. However, few studies have examined the use of technology in reading classrooms, especially in the Malaysian context. This study aims to investigate pupils’ perceptions of technology use in ESL (English as a second language) reading classrooms. In order to fulfill the research objective, the research question, ‘What is the perception of Year 6 primary school pupils on using technology in the reading classroom?’ was formulated to guide the study. The present study investigates the pupils’ perceptions towards the integration of technology in reading classrooms by collecting data from 70 participants of a semi-urban primary school in Pahang using a questionnaire that is adapted from the Technology Acceptance Model model. The findings indicated that pupils have positive perceptions towards the use of technology in reading classrooms in terms of perceived usefulness, perceived ease of use, attitude towards the use of technology and behavioural intention of using technology. Significantly, this study’s findings offer teachers and stakeholders with evidence to embrace technology in language teaching. Understanding pupils’ perceptions of technology use in reading in language learning classrooms provide significant information for teachers, school administrators and stakeholders
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Judge, Sharon Lesar. "Integrating Computer Technology Within Early Childhood Classrooms." Young Exceptional Children 5, no. 1 (October 2001): 20–26. http://dx.doi.org/10.1177/109625060100500103.

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Montgomery, Diane. "Integrating Technology With Instructional Frameworks to Support all Learners in Inclusive Classrooms." Open/Technology in Education, Society, and Scholarship Association Journal 2, no. 2 (December 30, 2022): 1–16. http://dx.doi.org/10.18357/otessaj.2022.2.2.31.

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In Ontario, as the number of students requiring special education support continues to rise, the transition to inclusive classrooms has become more challenging for teachers due to limited time and lack of resources and support in the classrooms. However, this study explored how eight elementary school teachers addressed these obstacles in their successful transitions to inclusion through the integration of technology, Universal Design for Learning (UDL) and the Response to Intervention (RTI) frameworks in both online and physical classrooms. Through online interviews and classroom observations, the teachers orally shared and demonstrated how technology could increase student engagement, differentiate instruction, provide students with alternative instruction and assessment methods, and build teacher capacity within the classrooms. Despite this successful integration of technology and instructional frameworks, inefficiencies were revealed in screening approaches and teachers’ access to streamlined assessment resources to identify the needs of students. A discussion examined the teachers’ barriers in supporting the needs of all learners with proposed technology-based considerations that may assist other teachers in their transitions to inclusive classrooms.
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Christensen, Rhonda, and Ottavia Trevisan. "Alignment of the synthesis of quality data (SQD) model, technology self-efficacy and TPACK Core measures in preparing pre-service teachers to integrate technology." Routledge Open Research 1 (October 21, 2022): 20. http://dx.doi.org/10.12688/routledgeopenres.17546.1.

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Preparing pre-service teachers to integrate technology in their future classrooms is a complex endeavor. Several factors known to affect the use of technology in the classroom include technology knowledge and skills, positive attitudes toward integrating technology, pedagogical expertise with technology and content knowledge in one or more disciplines. One strategy that has been used in many educator preparation programs has been to create a course that teaches how to integrate technology. Measuring the impact of these types of courses is important in determining whether they are meeting the needs of the pre-service teachers in their pursuit to integrate technology in a meaningful and effective way. This paper reports on the measurement and alignment of three aspects that impact pre-service technology integration - technology self-efficacy, strategies and experiences provided by the preparation programs, and the intersection of technology, content knowledge and pedagogy. Pre-service participants in a semester-long course focused on integrating technology gained significantly from pre to post on each of the scales, demonstrating an increase in technology self-efficacy, experiences related to technology during their program and confidence in fusing technology, content knowledge and pedagogy. In addition, the three measures focused on different areas of technology integration aligned to show relationships of the attributes important for using technology in their future classrooms.
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Yang, Harrison H., Lin Feng, and Jason MacLeod. "Understanding College Students’ Acceptance of Cloud Classrooms in Flipped Instruction: Integrating UTAUT and Connected Classroom Climate." Journal of Educational Computing Research 56, no. 8 (March 26, 2018): 1258–76. http://dx.doi.org/10.1177/0735633117746084.

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Cloud classrooms provide many advantages in higher education. However, little is known about the social influence of peer relationships on students’ acceptance of cloud classrooms. This study utilized structural equation modeling to examine a model that integrates the Universal Theory of Acceptance and Use of Technology (UTAUT) and Connected Classroom Climate (CCC). Effort expectancy, social influence, and CCC were found to significantly impact cloud classroom acceptance by college students. Performance expectancy and facilitating conditions, however, did not affect acceptance. These findings contribute understanding that can support decision-making for the cloud classroom, with particular emphasis on increasing college students’ acceptance and use of such technology. Administrators, researchers, and practitioners can use this knowledge to guide their implementation, improvement, and assessment of cloud classrooms. In addition, beyond the cloud classroom, our identification of this relationship between CCC and students’ acceptance represents new knowledge to guide other contexts of online learning.
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Tomei, Lawrence A. "Top Technologies for Integrating Online Instruction." International Journal of Online Pedagogy and Course Design 1, no. 1 (January 2011): 12–28. http://dx.doi.org/10.4018/ijopcd.2011010102.

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Online learning is the epitome of applied technology and should be integrated into as many levels of online curriculum as possible. To prepare students for the future, teachers must seize every opportunity to infuse the technologies their students will be using whenever possible. Most importantly, teachers must know what works best in an online classroom situation, i.e., podcasting, interactive whiteboards, blogs, wikis, social networking, virtual classrooms, and others. In this regard, this paper reviews specific technology-based tools that have demonstrated a rapid implementation in higher education in general and online learning specifically. In addition, it explores best practices that lead to the best use of these tools in the virtual classroom. Links to online videos demonstrating each technology are provided and an emphasis is placed on many real-world examples of how technology has already improved student learning. This paper calls for greater inclusion of specific technologies by teachers in the online classroom.
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Gcabashe, Nduduzo Brian, and Nokulunga Sethabile Ndlovu. "Exploring Business Studies Teachers’ Technology Self-Efficacy on their Technology Integration to Create Learner-Centred Teaching Environment." International Journal of Learning, Teaching and Educational Research 21, no. 12 (December 30, 2022): 238–59. http://dx.doi.org/10.26803/ijlter.21.12.13.

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Developments in technologies continue to influence the education sector. As a result, teachers’ instructional practices are influenced by the pervasiveness of technologies. Therefore, this study explores business studies teachers’ technology self-efficacy on their technology integration to create a learner-centred teaching environment. This is a qualitative study that is underpinned by interpretivism paradigm. Exploratory case study research design was adopted in this study and framed using Bandura’s Self-Efficacy Theory and Social Constructivism Theory. Six secondary schools in Mkhanyakude District in Kwa-Zulu Natal province of South Africa were randomly sampled. Six business studies teachers from the sampled schools participated in this study. One business studies teacher per school was selected. Semi-structured interviews and classroom observations were used to collect data from the participants. Data collected through interviews was analysed thematically while data generated through classroom observations was analysed descriptively. The study revealed that business studies teachers’ initial exposure to technologies had an impact on their technology self-efficacy. Furthermore, it was revealed that some business studies teachers attempted to integrate technologies to create learner-centred teaching environments in their classrooms, while some teachers sustained teacher-centred teaching environments. Therefore, this study concluded that business studies teachers’ technology self-efficacy does not influence how technology is integrated into their classrooms. The study recommended that business studies teachers be taken through continuous professional development programmes to help them understand how they can integrate technologies to promote learner-centred teaching environments. This would ensure consistency among teachers when integrating technologies in their classrooms and create a teaching environment that promotes learner involvement in their classroom practices.
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Soto, Melissa M., and Jace Hargis. "What a “tweet” idea!" Teaching Children Mathematics 24, no. 3 (November 2017): 200–203. http://dx.doi.org/10.5951/teacchilmath.24.3.0200.

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This article describes how Twitter can be used to engage students in mathematics both in and out of the classroom. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.
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Orona, Cynthia, Vinson Carter, and Heather Kindall. "Understanding Standard Units of Measure." Teaching Children Mathematics 23, no. 8 (April 2017): 500–503. http://dx.doi.org/10.5951/teacchilmath.23.8.0500.

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This article applies STEM in a second-grade classroom by connecting literature and focusing on the mathematical concept of standard units of measure. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.
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Sawyer, Amanda G., and Daniel L. Sawyer. "Student as Commentators." Teaching Children Mathematics 24, no. 5 (March 2018): 324–27. http://dx.doi.org/10.5951/teacchilmath.24.5.0324.

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This classroom activity uses Internet tools to help teach order of operations by critiquing adults' responses to a mathematical problem on Facebook®. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.
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Dissertations / Theses on the topic "Integrating technology in classrooms"

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Ritzenthaler, Mark D. "Integrating Technology into Classroom Instruction." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1245087949.

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Agent, Renee L. "Instructional Personnel Perceptions on Integrating Instructional Technology in K-12 Classrooms: A Case Study." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505226/.

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Integrating digital pedagogy into instruction in a manner that promotes critical thinking and drives increased student achievement and engagement in all classrooms is a goal of many campuses and districts that invest heavily in hardware, software, and professional development on an annual basis. Digital pedagogy goals tend to center around preparing students for the 21st century workforce, promoting instruction that is more engaging, and providing deeper learning for all students; however, achieving these goals is not possible without teachers willing and able to effectively implement instructional technology into the content they are teaching. The conceptual framework consists of digital leadership, teacher engagement, and resources and supports. This case study focused on the district-wide integration of technology into instruction through the elements found in the conceptual framework. Educators, from kindergarten through twelfth grade were surveyed about their attitudes, self-efficacy perceptions and willingness to integrate digital pedagogies into their current teaching practices. The online survey that utilized Likert-like scales to gather demographic information as well educator perceptions on digital integration, teaching philosophy, digital self-efficacy, and leadership's focus and expectations regarding instructional technology. Additional data, from a variety of district documents, was also gathered on leadership, professional development, and infrastructure supports utilized to implement instructional technology.
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Sharma, Manish. "Integrating technology in classrooms an exploratory study of on-site extensive profesional development /." Cincinnati, Ohio : University of Cincinnati, 2004. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1109366011.

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Al, Zahrani Turki Saad. "Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/99145.

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The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.
PHD
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SHARMA, MANISH. "INTEGRATING TECHNOLOGY IN CLASSROOMS: AN EXPLORATORY STUDY OF ON-SITE EXTENSIVE PROFESSIONAL DEVELOPMENT." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1109366011.

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Covington, Robert Matthew. "Integrating Technology in the Classroom: Teacher Perspectives." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77316.

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The purpose of this study was, given the elimination of a Type I barrier, to investigate how teachers utilized the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) and what barriers teachers perceive to be present that may inhibit technology are barriers technology integration in the classroom. This qualitative study was designed based on the naturalistic inquiry approach (Lincoln & Guba, 1985). Through purposeful sampling, this study took place in a suburban school division within the U.S. that has eliminated a Type I barrier, technology access to secondary teachers and students. The site was chosen due to the abundance of technology available to teachers and secondary students within the school division. Ten secondary teachers that participated were in various stages of their profession and years of service within the school division and represented various secondary schools within the division. The findings suggest that teachers fail to fully implement all of the ISTE NETS when it comes to integration in the classroom. Insufficient time to plan and prepare for activities that would integrate technology into the classroom was among the external factors most of the participants listed as to why their instruction did not always utilize technology. Although the division has eliminated a major barrier through its one-to-one laptop initiative, the findings indicated further external, Type I barriers existed. Results of this study suggest the key elements to the barriers that inhibit integration continue to be Type II barriers, teacher beliefs towards technology and teacher-centered pedagogy.
Ed. D.
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Schwiebert, Erin Lynn. "TECHNOLOGY INTEGRATION IN PRIMARY CLASSROOMS IN NORTHWEST OHIO." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288383598.

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Markee, Lois J. "Technology Integration in Tennessee Twenty-first Century Classrooms." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2945.

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In the study, the population of educators in 21st Century Classrooms across the State of Tennessee was surveyed to determine teachers' satisfaction with 21st Century program implementation and associated changes in instructional practices. During fall 1998, six hundred of the 4,800 21st century classroom teachers were surveyed using the Technology Use Questionnaire. Three hundred two completed surveys were returned. Frequency rates and percentages were calculated for each of the 33 questions and the 8 demographic items. The questions were grouped into 7 subscales: Administration, Teacher Training, Implementation, Integration, Use on the Job, Use at Home and Instructional Change. Correlation analysis determined that at the.05 alpha level there were significant relationships between 5 subscales (Administration, Teacher Training, Implementation of the Technology Plan, Integration, and Use on the Job) and Instructional Change. Conversely, there was no significant relationship between the demographic data and instructional change. In general, teachers were unsatisfied with the implementation of the Master Plan for the 21st Century program and had made only moderate instructional changes. The correlation data supported previous research citing teacher training, use on the job, inclusion in future planning, administrative support as impacting instructional change.
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Burrell, Marcia M., and Clayton Cohn. "Integrating Technology into the Mathematics Classroom: Instructional Design and Lesson Conversion." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79535.

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The use of technology in Kindergarten to grade 12 classrooms provides opportunities for teachers to employ mathematical rigor, to integrate problem solving strategies and to extend mathematical ways of knowing (Drier, Dawson, & Garofalo, 1999). The presentation consists of two parts. One investigation maps secondary mathematics technology lessons and materials to the elementary school mathematics standards and converts the mathematics concepts to manageable elementary school lessons. The other investigation analyzes pre-service teacher lessons written using ASSURE instructional design format. The major aims of this paper are to present two teacher preparation practices, one for secondary mathematics pre-service teachers (converting secondary materials to elementary materials) and the other for elementary mathematics pre-service teachers (writing lessons using the ASSURE model).
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Phalen, Loretta J. "A Teacher’s Approach: Integrating Technology Appropriately into a First Grade Classroom." Cedarville University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1084456840.

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Books on the topic "Integrating technology in classrooms"

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R, Morrison Gary. Integrating computer technology into the classroom. Edited by Lowther Deborah L, DeMeulle Lisa, and Stollenwerk Debra A. Upper Saddle River, N.J: Merrill, 1999.

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L, Lowther Deborah, ed. Integrating computer technology into the classroom. 3rd ed. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2005.

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L, Lowther Deborah, ed. Integrating computer technology into the classroom. 2nd ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2002.

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A, Tomei Lawrence, ed. Integrating information & communications technologies into the classroom. Hershey PA: InfoSci, 2007.

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Computer education for teachers: Integrating technology into classroom teaching. 4th ed. Boston: McGraw-Hill, 2002.

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Computer education for teachers: Integrating technology into classroom teaching. 6th ed. Hoboken, NJ: John Wiley, 2008.

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Computer education for teachers: Integrating technology into classroom teaching. 5th ed. Boston: McGraw-Hill, 2005.

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Teaching digitally: A guide for integrating technology into the classroom curriculum. Norwood, Mass: Christopher-Gordon Pub., 2001.

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L, Lowther Deborah, ed. Integrating computer technology into the classroom: Skills for the 21st century. 4th ed. Boston: Allyn & Bacon, 2010.

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name, No. An investigation of the integration of information and communication technology into Canadian schools and classrooms. Ottawa, Ont: Canadian Teacher's Federation, 2003.

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Book chapters on the topic "Integrating technology in classrooms"

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Olson, John. "Classroom ethos and the concerns of the teacher." In Integrating Information Technology into Education, 51–58. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34842-1_6.

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Johnson, David C. "The reality of learners’ achievements with IT in the classroom." In Integrating Information Technology into Education, 73–83. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34842-1_8.

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Veen, Wim. "Factors affecting the use of computers in the classroom: four case studies." In Integrating Information Technology into Education, 169–84. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34842-1_17.

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Veciño, Patricia. "7. Integrating Technology in Argentine Classrooms: The Case of a Buenos Aires Teacher Education School." In English Language Teaching in South America, edited by Lía D. Kamhi-Stein, Gabriel Díaz Maggioli, and Luciana C. de Oliveira, 123–38. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097982-010.

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James, Cynthia C., and Kean Wah Lee. "Narrative Inquiry into Teacher Identity, Context, and Technology Integration in Low-Resource ESL Classrooms." In Language Learning with Technology, 65–76. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2697-5_5.

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Oigara, James N. "Integrating Technology in Teacher Education Programs." In Research Perspectives and Best Practices in Educational Technology Integration, 28–43. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2988-2.ch002.

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This chapter discusses technology integration in teacher education programs. Although opportunities for technology training have become more available to prospective teachers, it is evident that successful technology integration needs a paradigm shift in pedagogical approaches and reform in teacher education programs to better support teachers’ integration of technology into instruction. This chapter offers valuable theoretical grounding to help guide researchers and leaders in the field of Educational Technology. Data indicate that basic technology skills alone cannot lead to higher levels of technology use in the classroom. Suggestions are provided on best ways to integrate educational technology into pre-service teacher education programs and in-service teacher professional development programs to enhance effectively teaching and learning in K-12 classrooms.
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Carter, Alia, Shelia R. Cotton, Philip Gibson, LaToya J. O’Neal, Zachary Simoni, Kristi Stringer, and Leticia S. Watkins. "Integrating Computing Across the Curriculum." In Transforming K-12 Classrooms with Digital Technology, 165–92. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4538-7.ch009.

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The need for technology-enriched learning environments is driven by advancements in 21st century technology and an increase in STEM-related careers. Although women and racial/ethnic minorities make up a significant portion of the American workforce, they remain underrepresented in STEM-related careers. Integrating Computing Across the Curriculum (ICAC) is a five-year research intervention project whose aim is to reduce STEM career-related inequality by providing teachers with the resources they need to integrate computing across the curriculum. The ICAC integration model involves administrators, teachers, students, and their parents. This chapter provides support for the ICAC model as a means of promoting student interest in STEM and as a means of developing technology-enriched curricula designed to improve 21st century teaching and learning.
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Spektor-Levy, Ornit, Inna Plutov, Naama Israeli, and Netta Perry. "Integrating Technology in Preschool Science and Inquiry." In Digital Tools and Solutions for Inquiry-Based STEM Learning, 1–32. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2525-7.ch001.

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Technology has brought about considerable changes in our private, social and professional lives, as well as in our culture and values. Therefore, educational frameworks should make an effort to become more relevant for young students and prepare them for the future in all aspects of career and life, with a focus on Science, Technology, Engineering and Math (STEM). This chapter will discuss the opportunities and challenges of integrating technology into preschool classrooms (3-6 years of age). It attempts to determine the essence of judicious, proportionate, and beneficial integration of technology in preschool, with a particular focus on science and inquiry. Consideration is given to maintaining the children's creativity, their joy of play, their concrete and sensory exploration, their unmediated observation of their environment, their social interactions, and their safety. Examples of actual practices from preschool classrooms are presented followed by recommendations for successful technology integration in preschool curriculum.
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Martin, Maire. "Integrating Videoconferencing into the Classroom." In Videoconferencing Technology in K-12 Instruction, 253–68. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-331-9.ch019.

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This chapter will focus largely on the author’s experiences in promoting the creative use of videoconferencing in schools in Northern Ireland over the past ten years. It will also describe certain groundbreaking projects that educators in other parts of the United Kingdom (UK) and Ireland have undertaken in this field. Although, until recently, there has been little in the way of a systemic approach in Northern Ireland to the introduction and integration of videoconferencing into K-12 classrooms, there have been some striking examples of good practice. The examples chosen demonstrate the potential of videoconferencing to be inclusive of different needs and learning styles and to extend and enrich the learning experiences available in the classroom. They are intended to show how videoconferencing can have a powerful effect on learning and teaching and to give more educators the motivation and confidence to explore and develop this user-friendly valuable education resource.
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Anderson, Cindy L. "Integrating Accessible Multiplication Games into Inclusive Classrooms." In Communication Technology for Students in Special Education and Gifted Programs, 273–92. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-878-1.ch021.

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Two accessible games were the focus of a study involving inclusive fourth grade classrooms in a suburban Chicago elementary school district. The games were created using software with universal design capability and were designed to teach multiplication facts. Data were collected that compared the classes using the software with classes that did not use the software. The statistical analysis used in the design of the study was analysis of covariance using a pretest assessment of multiplication facts as the covariate. Students used the games twice a week for four weeks during a period of 40 minutes a day. Results indicated a gain in accuracy of multiplication facts on the part of the groups using the games, but not enough to demonstrate significance. In addition to the analysis of covariance analysis, selected classes filled out surveys designed to measure the students’ opinions of the games and their effectiveness. Results of the surveys indicated that the students were somewhat unsure about their effectiveness as a tool to learn multiplication facts but found them enjoyable to play. Interpretation of both of these results is provided.
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Conference papers on the topic "Integrating technology in classrooms"

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Iverson, Barbara K., and Teresa Prados-Torreia. "Integrating digital technology into classrooms." In ACM SIGGRAPH 98 Conference abstracts and applications. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/280953.281004.

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Crump, Vanessa, and Julie Sparks. "Game of phones: Integrating mobile technology into science and engineering classrooms." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7971.

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Mobile technologies are ubiquitous in the lives of our students. Rather than seeing the presence of these devices in the classroom as a hindrance or a distraction, educators should embrace the opportunities for greater student engagement, collaboration and useful feedback. This paper reports some uses of mobile technologies in classrooms at UTS Insearch and the responses of science and engineering students. We hope that our reflections will be a useful guide to other educators and suggest simple ways to integrate flipped learning and gamification into undergraduate classrooms. UTS Insearch has a blended learning approach to learning and teaching where students learn through seamless integration of technology-enhanced strategies and face-to-face activities. We focus on our experiences using learning tools, such as Kahoot! and Mentimeter, to demonstrate practical applications of gamification in science and engineering classrooms. The teaching style used in Australian universities incorporating student-centred flipped learning is foreign to many students, especially those from Non-English Speaking Backgrounds, but data from surveys and reflections allow us to conclude that a majority of students value the use of emerging technologies in learning and that they assist with motivation, formative assessment, collaborative learning and student engagement.
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Manwell, J. L., and C. R. Sullivan. "History and technology: Integrating STEM content into elementary classrooms through history-based themes." In 2013 3rd IEEE Integrated STEM Education Conference (ISEC). IEEE, 2013. http://dx.doi.org/10.1109/isecon.2013.6525221.

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Ramaila, Sam. "PROMOTING SELF-REGULATED LEARNING IN NATURAL SCIENCES TEACHING THROUGH TECHNOLOGY INTEGRATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end081.

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"The advent of the Fourth Industrial Revolution presents enormous opportunities for teachers to embrace digital transformation. The adoption of innovative pedagogical strategies is central to coherent development of scientific literacy in science classrooms. Coherent development of scientific literacy in science classrooms requires teachers as key agents of educational change to embrace pedagogic innovation. This study examined the role of technology integration as a sustainable means to promote self-regulated learning in Natural Sciences teaching in South African township schools. The study adopted a mixed-method approach as part of exploratory descriptive survey design and involved purposively selected teachers from South African township schools as participants. Quantitative data was collected through the administration of a survey questionnaire with the participants while qualitative data was collected through semi-structured interviews and classroom observations. Key findings demonstrated that technology integration plays a pivotal role in the promotion of self-regulated learning in Natural Sciences teaching. Theoretical implications for technology-enhanced learning are discussed."
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Ziegel, Melina. "Preparing Teachers for the Challenges of Technology Integration." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2789.

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Technology and the corresponding constructivism are creating an educational agenda where the process of learning is valued at least as highly as the outcome. Since technology entered the classroom, learning goals have expanded from facts and knowledge by subject to intellectual curiosity and a love of learning. Students are engaging in their own meaning-making, or knowledge production, through project-based learning that reflects their interests and abilities rather than solely seeking to meet content area standards. New learning goals for students have greatly altered the role of teachers. This paper will explore some of the primary issues in teacher training and development that accompany technology integration into classrooms including: • What teachers need to learn pedagogically, technically and psychologically to incorporate technology into the curriculum; • How teachers can learn the necessary skills required for such classroom change; and, • What role teachers can and should play in the change process.
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Ruan, Kapp, and Gert Stols. "MATHEMATICS TEACHERS’ INTEGRATION OF TECHNOLOGY IN THEIR CLASSROOMS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1734.

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Nietfeld, John. "THE IMPACT OF INTEGRATING A GAME-BASED LEARNING ENVIRONMENT IN CLASSROOMS ON ACHIEVEMENT AND MOTIVATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2129.

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Fatima, Lakrami, Ouidad Labouidya, and Najib Elkamoun. "Integrating MOOCs in Traditional Classrooms for Higher Education: Experimental Study in Chouaib Doukkali University." In 2018 IEEE 5th International Congress on Information Science and Technology (CiSt). IEEE, 2018. http://dx.doi.org/10.1109/cist.2018.8596409.

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Ghosh, Sumit. "Integrating Technology to Supplement Classroom Teaching of Optics." In Frontiers in Optics. Washington, D.C.: OSA, 2017. http://dx.doi.org/10.1364/fio.2017.jtu2a.114.

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Carabal-Montagud, María Ángeles, Virginia Santamarina Campos, María Del Val Segarra Oña, and María Blanca De Miguel-Molina. "Desarrollo de la competencia tecnológica en el marco STEAM para la docencia universitaria: experiencia en el Museu de Belles Arts de València." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.11971.

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STEAM is an innovative teaching-learning process based on Science, Technology, Engineering, Arts and Maths competences. Accordingly with this new approach, a team of Fine Arts and Management professors are currently leading an innovative project based on "Applying STEAM Strategies in the Social Sciences and Arts Areas”. The objective is to establish links between the different STEAM competences -science, technology, engineering, art and mathematics- as a common element in classrooms, enhancing technological training. This new approach motivates students and connects teaching to present society’s needs. In this paper we present an analysis of a teaching experience outside the classroom, developed at the Museu de Belles Arts in Valencia (Spain). In this activity, several tools that use technology with which the students are familiar are used, in which is called “BYOD” (Bring Your Own Device). In this case we analyze the use of the photography as a teaching tool. Some of the characteristics of the activity include free time and different spaces at the museum, DIY -Do it Yourself-, cooperative teamwork, peer learning, integration of theory into practice, flexible thinking and analytical skills. The activity looks to motivate them through gamification. After data collection, debriefing is used for integrating results.
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Reports on the topic "Integrating technology in classrooms"

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Ruiz, Pati, Eleanor Richard, Carly Chillmon, Zohal Shah, Adam Kurth, Andy Fekete, Kip Glazer, et al. Emerging Technology Adoption Framework: For PK-12 Education. Digital Promise, October 2022. http://dx.doi.org/10.51388/20.500.12265/161.

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The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a community of experts. This framework is specifically designed to include community members in the process of making informed evaluation and procurement decisions and outlines the important criteria to consider during three stages of emerging technology implementation: (1) initial evaluation, (2) adoption, and (3) post-adoption. Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families, as well as resources and people who might serve as resources when answering these questions.
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Bauer, Sarah. Integrating Humanities into Environmental Engineering Classrooms. Rowan University, September 2019. http://dx.doi.org/10.31986/issn.2689-0690_rdw.oer.1010.

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Oh, Keunyoung. Integrating Creative Problem Solving into the Clothing and Textile Classrooms. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1532.

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Chan, Wanyu, and Sailaja Suresh. Technology assessment to reduce aerosol transmission risk in naturally ventilated K12 classrooms (CRADA Final Report). Office of Scientific and Technical Information (OSTI), August 2021. http://dx.doi.org/10.2172/1836237.

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De Clercq, Celine. Digitally Enhanced Classrooms: Understanding the Effect of Individualized Technology on Language Arts Instruction in Elementary Schools. Portland State University Library, January 2015. http://dx.doi.org/10.15760/honors.171.

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Yang, Zhishang, Howard W. Ludewig, and S. Suresh Babu. Virtual Welded - Joint Design Integrating Advanced Materials and Processing Technology. Office of Scientific and Technical Information (OSTI), June 2005. http://dx.doi.org/10.2172/862362.

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Cavender, RayeCarol, and Trina Gannon. Engagement in Cross-Cultural Large Lecture Classrooms: Using Top Hat Technology to Include Students in the Discussion. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1378.

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McGinn, Kathy, Monica Nelson, and Dale Daigle. Integrating Information Assurance into Agile and Rapid Technology Development: Agile IA. Fort Belvoir, VA: Defense Technical Information Center, December 2013. http://dx.doi.org/10.21236/ada596047.

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Rich, Bethany M. Integrating Safety with Science,Technology and Innovation at Los Alamos National Laboratory. Office of Scientific and Technical Information (OSTI), April 2012. http://dx.doi.org/10.2172/1038127.

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Howell, Adrienne, Jenna Matson, Chaise Zahrt, Ellen Carol McKinney, David Bis, Sameul R. Vande Loo, and Colin Willenborg. A Starry Starry Night: Integrating Hand-Painted Textile Surface Design With Wearable Technology. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8398.

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