1. The Influence of Teachers’ Technology Use on Instructional Practices
Adviser: Ming-Puu Chen
Presenter: Li-Chun Wang
Rakes, G. C., Fields, V. S., & Cox, K. E. (2006). The influence of teachers’ technology use on instructional practices. Journal of Research on Technology in Education, 38(4),

2. Abstract The purpose: Tools: The results:
- Investigated the relationship between technology use and skills and the use of constructivist instructional practices among teachers in rural schools.
Tools:
- Moersch’s Instrument: the Levels of Technology Implementation (LoTi)
The results:
- there is a significant, positive relationship between levels of classroom technology use and personal computer use and the use of constructivist instructional practice.

3. Outlines Introductions Constructivism and learning
Technology and constructivism
Research questions
Population
Methodology
Results and discussion
Future research

4. Introduction Traditional classroom
- without providing adequate contextual support with opportunities for students to apply what they are taught.
- a lack of focus on higher-order thinking skills
- emphasis on standardized testing
- lack of attention to authentic experiences
The rural schools
- poverty
- teacher shortage
- high turnover rates

5. Constructivism and Learning
Learning theory
Learners create their own understanding as they combine what they already believe to be true based on a blend of past experiences with new experiences (Richardson, 1997).
Helps students make sense of new information experienced in authentic problems by integrating the new information with previously constructed knowledge (von Glasersfeld, 1981)
Help learners organize learning and facilitate growth in reasoning and problem solving skills (Voss & Post, 1988)
Can be traced to the work of John Dewey (1916), Jean Piaget (1973) and Vygotsky (1978)

6. Constructivism and Learning
Dewey (1916)
- learning was based on activity
- knowledge could emerge from a context in which ideas were drawn out of circumstances
- learning context must be a social context in which students work together to build knowledge.
Piaget (1973)
- understanding is based on discovery and active involvement.
Vygotsky (1978)
- children should be encouraged to link concepts and derive their own ideas from those introduced to them .
- social learning: learn through interaction with others

7. Supplement: Type of Constructivism
1.Individual constructivism (Smith, 1999):
Knowledge is constructed from experience.
Learning results from a personal interpretation of knowledge.
Learning is an active process in which meaning is developed on the basis of experience.
2.Social constructivism:
Learning is collaborative with meaning negotiated from multiple perspectives.
3.Contextualism:
Learning should occur in realistic settings.
Testing should be integrated into the task, not a separate activity.

8. Technology and Constructivism
Integrate technology into the classroom, constructivist learning environment can evolve:
- support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities.
- enable communication and collaboration among learners in a sociocultural context.
Teachers need:
- appropriate, research-based training, opportunities to practices these skills, access to technology tools, support from school administrators and technical.

9. Research Questions
Research Question 1: What are the predominate teacher levels on the Level of Technology Implementation, Personal Computer Use, and Current Instructional Practices scales?
Research Question 2: Is there a relationship between teachers’ Current Instructional Practices scores and teachers’ Level of Technology Implementation scores?
Research Question 3: Is there a relationship between teachers’ Current Instructional Practices scores and teachers’ Personal Computer Use scores?
Research Question 4: Is there a relationship between teachers’ Current Instructional Practices scores and teachers’ scores on both the Levels of Technology Implementation and Personal Computer Use scales?

10. Instrumentation
Levels of Technology Implementation (LoTi): measure classroom technology use
Current Instructional Practices (CIP): measures teachers’ classroom practices relating to a subject-matter versus a learner-based curriculum.
Personal Computer Use (PCU): measures the skills and comfort level of teachers when using technology for personal use.

14. Results and Discussion
Predominate level is 0 (non-use)
Lack of access to equipment
Lack of time to use technology
Lack of technology training

15. Results and Discussion
There is a significant, positive relationship between levels of classroom technology use and personal computer use and the use of constructivist instructional practice.