A Systematic Review of Factors Influencing Technology Use by Pre-service and Novice Teachers
PROCEEDING
Manjari Banerjee, Zhihong Xu, Luchen Jiang, Hersh Waxman, Texas A&M University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Integration of technology into content teaching has been a subject of debate for many educational researchers. The present study is a systematic literature review of articles focusing on technology integration and pre-service teachers published in the Journal of Technology and Teacher Education (JTATE), which covered all the articles in JTATE from 2006 to 2016. This literature review primarily studied how external factors influence technology use under three broad categories: a) teacher education programs, b) school climate, and c) professional development. According to the findings in this review, there seems to be a consensus on why teacher education programs are proved to be ineffective in teaching pre-service teachers how to integrate technology into their classroom. With regards to school climate and professional development, we find that no such general consensus exists.
Citation
Banerjee, M., Xu, Z., Jiang, L. & Waxman, H. (2017). A Systematic Review of Factors Influencing Technology Use by Pre-service and Novice Teachers. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 89-94). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/177279/.
© 2017 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Basal, A. (2015). Perceptions of pre-service English teachers towards the integration of an LMS into English language teacher education. Journal of Technology and Teacher Education, 23(4), 485-507.
- Dexter, S., Doering, A.H., & Riedel, E.S. (2006). Content area specific technology integration: A model for educating teachers. Journal of Technology and Teacher Education, 14(2), 325.
- Domine, V. (2012). Blogging the field: An emergent continuum for urban teacher development. Journal of Technology and Teacher Education, 20(4), 387-414.
- Ertmer, P.A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
- Judson, E. (2006). How teachers integrate technology and their beliefs about learning: Is there a connection? Journal of Technology and Teacher Education, 14(3), 581
- Kennedy, M.J., Newton, J.R., Haines, S., Walther-Thomas, C., & Kellems, R.O. (2012). A triarchic model for teaching “Introduction to Special Education”: Case studies, content acquisition podcasts, and effective feedback. Journal of Technology and Teacher Education, 20(3), 251-275.
- Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. AACTE committee on Innovation and Technology. Handbook of technological pedagogical content knowledge (TPCK) for educators. (pp 3-29). New York:
- Lambert, J., Gong, Y., & Cuper, P. (2008). Technology, transfer, and teaching: The impact of a single technology course on preservice teachers' computer attitudes and ability. Journal of Technology and Teacher Education, 16(4), 385.
- Levin, T., & Wadmany, R. (2008). Teachers' views on factors affecting effective integration of information technology in the classroom: Developmental scenery. Journal of Technology and Teacher Education, 16(2), 233.
- McGrail, E. (2007). Laptop technology and pedagogy in the English language arts classroom. Journal of Technology and Teacher Education, 15(1), 59.
- Mouza, C., & Wong, W. (2009). Studying classroom practice: Case development for professional learning in technology integration. Journal of Technology and Teacher Education, 17(2), 175-202.
- Ottenbreit-Leftwich, A., Glazewski, K., & Newby, T. (2010). Preservice technology integration course revision: A conceptual guide. Journal of Technology and Teacher Education, 18(1), 5-33.
- Shen, Y., & Hannafin, M. (2013). Scaffolding preservice teachers' higher-order reasoning during technology integration: A Design research inquiry. Journal of Technology and Teacher Education, 21(4), 433-459.
- Sullivan, F., & Moriarty, M. (2009). Robotics and discovery Learning: Pedagogical beliefs, teacher practice, and technology integration. Journal of Technology and Teacher Education, 17(1), 109-142.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Communicative Language Teaching in E-Learning: How Confident are the Instructors?
Christie Vanorsdale, Duquesne University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 489–493
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
Slides
- presentation_3075_50559.pptx (Access with Subscription)