1. Technology in Education  2 articles from Journal of Research on Technology in Education  Rebekah Haithcock  SLIS 5614

2. “The influence of teachers’ technology use on instructional practices”  This article ties the use of constructivist instructional practices to teachers’ technology use in rural schools.  43% of U.S. public schools are in rural communities. Poverty is one of the greatest difficulties these schools face, along with computer use in classrooms. (Beeson & Strange, 2003)

3. Teachers’ tech use continued  The appropriate use of technology can encourage higher cognitive skill development and complex thinking skills, such as problem solving, reasoning, decision making, and scientific inquiry. (Moersch, 1999)

4. TTU continued  Thoroughly integrated technology in the classroom can also cause constructivist learning environments to evolve, where learners use a variety of tools and information resources as they work together to solve problems. (Reeves, 1998)

5. TTU continued  The Apple Classroom of Tomorrow Project (ACOT) was a ten year study of how the routine use of technology by teachers and students affected learning.  5 classrooms throughout the U.S. were studied. Researchers saw an increase in the use of constructivist teaching strategies with increased use of technology in the classroom.

6. TTU continued  The study also found that as technology implementation and personal computer use increased, instructional practices improved, becoming more student- centered and focused on higher cognitive skill development.

7. TTU continued  Take away: If applied in the right way, classroom technology is not just a means to an end, or a way to “keep up”, but a natural companion to learning higher order thinking skills.

8. “Impact of problem-based learning on teachers’ beliefs regarding technology use”  This article discussed the internal barriers that keep teachers from using technology to its full potential and how to break down these barriers and reshape attitudes.

9. PBL continued  External barriers to classroom technology use are more easily recognized and therefore easier to fix. These include limited classroom space, lack of planning time to implement them, limited access to software and hardware, lack of access at home, and lack of administrative support. These are often referred to as first order barriers.

10. PBL continued  Second order barriers, or internal barriers, such as teachers’ beliefs, are more complex. They are made up of:  1. pedagogical beliefs about technology and learning  2. self-efficacy beliefs about technology use  3. beliefs about the perceived value of computers for student learning. (Miller et al, 2003) (Miller et al, 2003)

11. PBL continued  Teachers’ beliefs are shaped by:  1. discipline subculture  2. quality of preservice experience in the classroom  3. the opportunity to reflect on the above two

12. PBL continued  Low-level technology uses (word processing, using technology to teach remedial skills) tend to be associated with teacher-centered practices.  High-level technology uses (engaging students in inquiry-based activities, collaborating with peers) tend to be associated with student-centered, or constructivist, practices.

13. PBL continued  Becker (1999) suggested that teachers who have student-centered beliefs tend to use technology more frequently and to use it in more meaningful ways.  Take away: In order to change teachers’ practices with technology, they may need to embrace more student-centered beliefs.

14. PBL continued  The strongest predictor of teachers’ use of technology in the classroom was found to be their self-efficacy beliefs (what they believe they are capable of doing with it) (Chen, Burnam, Howie, Aten, & Nambra, 2003) (Chen, Burnam, Howie, Aten, & Nambra, 2003)

15. PBL continued  Teachers beliefs can be changed through practices/ in service programs that: ~emphasize reflection on ones’ personal beliefs ~hands-on experience ~engagement in authentic problems for K-12

16. PBL continued  This is supported by Ertmer’s (2005) notion that beliefs are created through a process of enculturalation and social construction; they can be shaped through an intense experience, or a series of events.

17. PBL continued  Final consideration: “When attempting to implement new methods without enough time to practice, preservice teachers tend to revert to traditional methods”. (Russell et al, 2004) So- technology workshops will be more effective if they include hands-on, experiences and provide time for planning and reflection.

18. Articles:  Park, S.H. and Ertmer, P.A. (2007). Impact of Problem-based learning on teachers’ beliefs regarding technology use. Journal of Research on technology in education, 40(2), 247-267.  Rakes, G.C., Fields, V.S. and Cox, K.E. (2006). The influence of teachers’ technology use on instructional practices. Journal of Research on technology in education, 38(4), 409-424.