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The Influence of Graduate Coursework on Teachers' Ability to Integrate Technology into the Curriculum: Results from a Follow-up Study on the Acquisition of TPACK Skills PROCEEDINGS

, , Indiana University of Pennsylvania, United States ; , Butler Area School District, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: This paper will report on the second and third phases of a Scholarship of Teaching and Learning (SoTL) project that investigated participating teachers’ perception of their technology integration skills and use, the factors that constrained and facilitated effective technology integration, and the influence that a graduate-level had on their willingness to integrate technology more fully in their K-12 classrooms. Following further data analysis, the authors will describe the different ways in which teachers integrated technology into their classrooms during the course, and following its conclusion. They will also describe how student feedback will be used to make the course more relevant to students’ needs, and the types of university and K-12 partnerships that could be initiated to support teachers in their attempts to prepare students for 21st-century learning.

Citation

Machado, C., Laverick, D. & Carney Strahler, B. (2012). The Influence of Graduate Coursework on Teachers' Ability to Integrate Technology into the Curriculum: Results from a Follow-up Study on the Acquisition of TPACK Skills. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 4738-4744). Chesapeake, VA: AACE.

Keywords


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