Technology Integration Course Research Articles

Digital Native Pre-Service Teachers’ Perceptions of using Commercial and Open Source Online Applications in Future Praxis after Completing Technology Integration Course

Exposure to new technologies is commonplace for most people lived in the 21st century. As technology evolves, so does a generation of learners whose identity is shaped by how they manage these technological tools. The participants of this study were digital native pre-service teachers (DNPST) who were exposed to technology since childhood and enrolled in a technology integration course at a border city university. This study investigates DNPST’s perceptions upon exposure to alternate models of technology tools and their intentions for implementing them into their future classroom repertoire. The method of data collection for this quantitative study consisted of pre and post-test surveys. Data analysis was completed using the Wilcoxon Rank Sum-Test. Results of this study indicated that the technology methods course did not have a significant effect on pre-service teachers' perceptions to adopt technology tools for future classroom instruction. This study was encouraged by the department of education and the results obtained through this study will allow curricular updates. https://doi.org/10.26803/ijlter.18.2.8

Moving Toward a Technology Infusion Approach: Considerations for Teacher Preparation Programs

Most colleges of education employ a standalone technology integration course as a part of their teacher preparation programs. But in a 2016 higher education brief associated with the National Educational Technology Plan, the U.S. Department of Education suggested this approach is limiting for teacher candidates and charged teacher educators to devise a better option. A program-deep and program-wide approach to address technology integration that our college calls “technology infusion” is embedded in courses where content and pedagogy were emphasized. Over the past seven years, we have learned that technology infusion requires viewing technology integration from a conceptual and developmental perspective, and considering this innovative approach from an organizational perspective. This is consistent with change theory that indicates coming up with an innovation is 20% of the effort, while implementing change accounts for the other 80% (Fullan, 2007). The conclusions in this paper are based on the compilation of findings from our research studies as well as recent reflective conversations related to lessons learned that might support others in the field who are interested in moving toward an infused approach. Included are literature we used to justify a technology infusion approach, factors that shaped the adoption of technology infusion in our college, and factors we believe other colleges should consider prior to launching a technology infusion effort. (Keywords: educational technology, technology infusion, technology integration, teacher preparation, TPACK)

Measuring technological pedagogical content knowledge (TPACK) through performance assessment

Despite many studies conducted on TPACK, the relationships between the components of the framework and how to perform TPACK assessment remain to be important research questions. The aim of this study is to shed light on these two questions by analyzing lesson plans collected from 138 preservice mathematics teachers obtained from a technology-integration course over a period of five years. An instrument that describes each component of the TPACK framework was developed and applied to performance-assessment of preservice teachers. The analysis is augmented by a self-assessment survey to compare and contrast the differences between the two. According to the results, four knowledge domains within the TPACK framework could be distinguished, which are denoted as Core, Tech, TPACK-P, and TPACK-C. The performance- and self-assessment based measures were found to yield similar results except for pedagogy related knowledge domains, in particular for pedagogical knowledge (PK), technological pedagogical knowledge (TPK), and the TPACK.

A technological pedagogical content knowledge based instructional design model: a third version implementation study in a technology integration course

This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable framework. Strategies of relating TPACK domains to real-life learning experiences, role-playing, and teachers as designers were developed based on the three views and integrated into the third version of the model. The model was then applied in a teacher education undergraduate course on technology integration. A case study approach was used. Data were collected from the participants’ discussion worksheets, lesson designs, and the researchers’ field observation notes. Data analysis results suggest that the strategies integrated into the model helped the participants deepen their understanding of student-centered technology applications and practice TPACK. Findings, implications, and future research possibilities are discussed.

Preparing Teacher Candidates for Virtual Field Placements via an Exposure to K-12 Online Teaching

Aim/Purpose The goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates’ perceptions of K-12 online learning, how the exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates’ aspirations to complete virtual field experiences. Background With an increasing number of K-12 students learning online within full-time online schools and in blended learning environments, universities must prepare future educators to teach in virtual environments including clinical practice. Before engaging in online field placement, preservice teachers must be oriented to online K-12 teaching and learning. Methodology Using a design-based, mixed-method research methodology, this study drew samples from four sections of a hybrid technology integration course. Preservice teachers’ papers detailing their perceptions, focus groups, and surveys were used to gauge changes in perceptions of online learning after participating in online teaching and learning activities. Contribution The study demonstrated that an exposure to online K-12 classrooms stimulated preservice teachers’ interest in online teaching as they began to feel that online education could be equivalent to traditional education. Findings Students’ perceptions positively improved the equivalency of online learning to traditional schooling, the possibility of positive relationships between teachers and students, and the ability to create interactive learning. Students also reported being more knowledgeable and showed increased interest in participating in virtual field experiences. Future Research Future research may continue to examine if the exposure course, combined with a short-term clinical experiences and long-term online apprenticeships may serve to prepare graduates with the skills necessary to teach in classrooms of the future.

Building TPACK in Preservice Teachers Through Explicit Course Design

The authors of this study utilized the TPACK (Technological, Pedagogical, and Content Knowledge) framework in developing and assessing these skills within an advanced technology integration course for preservice teachers. The research contributes to the use of TPACK as a metric for measuring technology integration of pre-service teachers. Two groups of students enrolled in an undergraduate teaching certification program, at a medium size liberal arts university participated in this study. One group was explicitly taught the TPACK framework while the other group was not. Both groups then completed a pre/post TPACK assessment. Analysis of the pre/post TPACK assessment instrument and fieldwork reflections revealed positive results in explicitly using the TPACK framework in developing these skills in preservice teachers. However, the positive results were not as evident when analyzing the student lesson plans.

Using Game Elements to Increase Student Engagement in Course Assignments

ABSTRACTGamification incorporates game-elements in non-gaming situations to enhance student engagement and desired behavior. This study examined participant's willingness to take part in gamified activities where reward systems were not directly tied to course grades. Participants enrolled in a technology integration course for preservice teachers, were grouped on subject-specific interests, and designed 30-minute presentations on technology integration. Over two semesters, an optional gaming activity was included in five course sections acting as the treatment group, and four sections acted as non-blind control groups. Data was collected from pre-, mid-, and post-surveys that investigated previous gaming experience, game motivations, group project perceptions, and perceived willingness to participate in the game. The treatment group indicated their perceptions of game play during mid- and post-surveys. Participants in all sections completed meeting history worksheets to describe weekly group and individual meetings. The results indicated significant differences between mid- and post-surveys regarding individual participation, group pursuits, individual work, frequency of group meetings, group preparation, and purchased items. The findings indicated a significant difference between treatment and control groups regarding hours spent in groups. Recommendations were provided for the practice of gamification in educational settings.

The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

Instructors' Growth in TPACK: Teaching Technology-Infused Methods Courses to Preservice Teachers

We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were content experts and were asked to teach a tech-infused course. In comparison to their first time teaching their course, during their third experience they demonstrated that knowledge in teaching teacher candidates how to integrate technology was highly developmental in nature and supported by advancements in instructors' expertise. We found evidence that small changes in their practice were creating larger consequences within our college; it appears our professional development model is creating a positive cultural shift.

The impact of text versus video communication on instructor feedback in blended courses

In this study we examined student and instructor perceptions of text and video feedback in technology integration courses that combined face-to-face with online instruction for teacher candidates. Items from the Feedback Environment Scale (Steelman et al. 2004) were used to measure student perceptions of feedback quality and delivery. Independent sample t tests found no significant difference in perceptions of feedback quality and delivery between students who received video feedback and those who received text. End-of-semester student and instructor interviews identified several differences in the instructors’ feedback methods when they were communicating with text as compared to video. In general, students and instructors found that the affordances of text enabled more efficient and organized feedback, while the affordances of video encouraged more supportive and conversational communication. Analysis of actual feedback comments found video comments were longer and more supportive, while text feedback contained more specific critiques. When rating types of feedback, both students and instructors valued the efficiency of text over the more affective benefits of video. The article concludes with possible implications for future research and recommendations for practice that draw on the potential benefits of both feedback forms.

Sense of community in a blended technology integration course: A design-based research study

<p>This design-based research study explored whether sense of community was maintained while flexibility in the course was increased through an adoption of a unique blended learning model. Data collected in this study show a significant drop in the sense of connectedness score from a mean of 50.8 out of 66 to a mean of 39.68 in the first iteration. The score then began to gradually increase, reaching 50.65 in the third iteration. Results indicate that transitioning to a blended learning environment may be a suitable option to increase flexibility while maintaining a sense of community in a project-based course. Future research into specific aspects of course design such as maturity of design, age-level of participants, and context would further develop understanding in this area.</p>

An implementation study of a TPACK-based instructional design model in a technology integration course

The purpose of this study was (a) to develop an instructional design model for preservice teachers’ learning of technological pedagogical content knowledge (TPACK) in multidisciplinary technology integration courses and (b) to apply the model to investigate its effects when used in a preservice teacher education setting. The model was applied in a technology integration course with fifteen participants from diverse majors. Data included individual participants’ written materials and TPACK survey responses, group lesson plans, and the researchers’ field notes. The data analysis results revealed that: (1) the participants had difficulties understanding pedagogical knowledge (PK), which hindered their learning of integrated knowledge of TPACK and (2) their learning of TPACK was the combination rather than the integration of PK, technological knowledge, and content knowledge. Suggestions and implications for refining the model and future research possibilities are discussed.

Optimizing Instructional Video for Preservice Teachers in an Online Technology Integration Course

This study assessed the effect of design instructional video based on the Cognitive Theory of Multimedia Learning by applying segmentation and signaling on the learning outcome of students in an online technology integration course. The study assessed the correlation between students’ personal preferences (preferred learning styles and area of specialization) and their learning outcomes. A three-group pretest–posttest design was employed to assess whether there were significant differences in students’ test scores after they watched an instructional video. The results of the analysis of covariance (ANCOVA) analysis indicate that instructional design had a significant effect on students’ learning outcome. This effect was demonstrated by the statistically significant differences in students’ learning outcomes, with the highest scores achieved by students in the segmented and signaled video group and the lowest scores in the no-segmentation and no-signaling group. Moreover, results indicate that students’ learning preferences and area of specialization related significantly and positively to their learning outcomes. These findings suggest that the use of educational video in online courses has the potential to effectively improve students’ learning outcome; however, it requires design manipulation. The results also emphasize the importance of rethinking the one-size-fits-all approach in developing online course content and include consideration of the students’ learning preferences and area of specialization to optimize their learning.

Longitudinal Design Case of a University Preservice Technology Integration Curriculum Shaped By Its Sociopolitical Context

This design case describes the work of two designers related to a longitudinal university preservice technology integration course series. We anchored the discussion of our case with various design values that we shared and took a critical role in our design activities. We broke our stories into three chapters in order to discuss our case in a narrative format. In each of these chapters we discuss our design problem, design values, design solutions, and design tensions. Within the chapters our discussions zoom in and out of detailed design issues related to our individual design experiences. Our case demonstrates how our design efforts and our designed products were intertwined with the sociopolitical context in which our case was situated. We end the discussion of this case by sharing what we learned.

Giving Credit Where Credit Is Due: Designing Open Badges for a Technology Integration Course

This paper describes the design, development, and implementation of Open Badges into a secondary education preservice course on instructional technology. Open Badges provide a new way of issuing credentials to individuals who demonstrate knowledge, skill, or ability in a particular domain. Badges provide a simple system for communicating a skill along with specific information about the evidence connected with earning the badge. In this paper, we describe the course in detail along with the several iterations of design that resulted in the development of the badge system, along with the challenges faced and lessons learned for future design and use of Open Badges.

A Pre-service Teacher Training Model with Instructional Technology Graduate Students as Peer Coaches to Elementary Pre-service Teachers

This paper describes a peer coaching collaboration between graduate students in a Master’s program in Instructional Technology and undergraduate pre-service teachers enrolled in an elementary mathematics methods course. Integrated as a major project in a graduate level K-12 technology integration course, the Instructional Technology students evaluated pre-service teachers’ instructional web sites designed and built as a technology integration project incorporated into their existing elementary mathematics methods course. Instructional Technology graduate students provided support, feedback, and suggested revisions for undergraduates’ instructional web sites, simulating work they might do in supporting practicing classroom teachers. Each student in each program was evaluated on the quality of his or her design and technology integration skills throughout the coaching experience. This paper includes a description of the development of the project, how it has evolved over time, benefits, and tips for getting started.

Using Live Dual Modeling to Help Preservice Teachers Develop TPACK

To help preservice teachers learn about teaching with technology—specifically, technological pedagogical content knowledge (TPACK)—the researchers designed and implemented a Live Dual Modeling strategy involving both live behavior modeling and cognitive modeling in this study. Using qualitative research methods, the researchers investigated whether Live Dual Modeling was effective in helping preservice teachers develop TPACK in a technology integration course. The findings showed that the preservice teachers demonstrated the initial ability to transfer what they learned in the modeling to classroom teaching. When Live Dual Modeling is used, attention should be paid to the conditions that influence the effectiveness of the strategy due to the preservice teachers' limitation in their overall knowledge base, practical experience, and ability to transfer learning to other contexts.

Preservice Teachers’ Views of Instructor Presence in Online Courses

The researchers conducted this study to investigate undergraduate preservice teacher candidates’ perceptions regarding variables related to instructor presence in online courses. Participants included 52 undergraduate education students enrolled in 100% online technology integration courses at a doctoral research university in the southeastern United States. The researchers used a mixed-methods design and analyzed quantitative data, collected via an online survey, using descriptive statistics and content analysis. The results of each analysis confirmed the other. The main findings were that timely responses, clear instructions, instructor availability, and course design are important concerns of the participants in this study.

Examining the impact of educational technology courses on pre-service teachers’ development of technological pedagogical content knowledge

The purpose of this qualitative study was to examine the impact of educational technology courses on pre-service teachers’ development of knowledge of technology integration in a teacher preparation program in the USA. The present study was conducted with eight pre-service teachers enrolled in the elementary teacher education program at a large university in the mid-western USA. Data sources included interviews, documents, and observations. The findings identified knowledge of technology integration the pre-service teachers developed and identified knowledge of technology integration needed in the technology integration courses. The present study provided a number of suggestions on different activities that could be built into educational technology courses to better prepare pre-service teachers to teach with technology.

The Impact of a NCLB-EETT Funded Professional Development Program on Teacher Self-Efficacy and Resultant Implementation

In response to the need to train teachers to effectively integrate technology into elementary and secondary education, a teacher professional development program funded by a federal grant provided a selection of instructional technology integration courses to K–12 teachers. This study investigated the impact of these courses on the course participants’ self-efficacy in learning about and implementing instructional technology. The study also explored the differential effects of these courses on participants’ self-efficacy due to different demographic characteristics. The data analyses from the pre-/post-/follow-up surveys completed by 377 course participants revealed that the grant-funded courses did increase participants’ confidence and competence in technology integration. No significant difference was found on course effects between participants with different demographic characteristics. The qualitative data from interviews with the course participants confirmed the survey results, and the positive perceptions of the course effectiveness from the participants suggested an overall success of the program.