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ENHANCED ONE-TO-ONE TECHNOLOGY INTEGRATION THROUGH ELEMENTARY TEACHERS' TECHNOLOGICAL, PEDAGOGICAL, AND CONTENT KNOWLEDGE

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Date Issued:
2012
Summary:
Although technology, pedagogy, and content are three separate knowledge domains, the interactions of these three domains comprise the technological, pedagogical, and content knowledge framework, thus representing the knowledge that teachers need to integrate technology effectively. The purpose of this qualitative case study was to identify the interactions of teachers' technological, pedagogical, and content knowledge for integrating one-to-one handheld technology across content areas. Specifically, the researcher focused on teachers' technological pedagogical knowledge; technological content knowledge; and technological, pedagogical, and content knowledge. The researcher also addressed teachers' perceptions of barriers and supports for integrating one-to-one technology within the context of a technologyenhanced environment. Data were collected through interviews and observations from nine elementary classroom teachers. The school's technology resource teacher was interviewed, adding to the data collected from the classroom teachers. The conclusions reached by this study suggest that although teachers identified perceived barriers for integrating one-to-one technology, the technology resource teacher provided model lessons for integrating technology across content areas which provided support for teachers, thus enhancing teachers' technological, pedagogical, and content knowledge within a one-to-one technology-enhanced computing environment.
Title: ENHANCED ONE-TO-ONE TECHNOLOGY INTEGRATION THROUGH ELEMENTARY TEACHERS' TECHNOLOGICAL, PEDAGOGICAL, AND CONTENT KNOWLEDGE.
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Name(s): Lewis, Delilah Holley, Author
Type of Resource: text
Date Issued: 2012
Publisher: University of West Florida
Language(s): English
Summary: Although technology, pedagogy, and content are three separate knowledge domains, the interactions of these three domains comprise the technological, pedagogical, and content knowledge framework, thus representing the knowledge that teachers need to integrate technology effectively. The purpose of this qualitative case study was to identify the interactions of teachers' technological, pedagogical, and content knowledge for integrating one-to-one handheld technology across content areas. Specifically, the researcher focused on teachers' technological pedagogical knowledge; technological content knowledge; and technological, pedagogical, and content knowledge. The researcher also addressed teachers' perceptions of barriers and supports for integrating one-to-one technology within the context of a technologyenhanced environment. Data were collected through interviews and observations from nine elementary classroom teachers. The school's technology resource teacher was interviewed, adding to the data collected from the classroom teachers. The conclusions reached by this study suggest that although teachers identified perceived barriers for integrating one-to-one technology, the technology resource teacher provided model lessons for integrating technology across content areas which provided support for teachers, thus enhancing teachers' technological, pedagogical, and content knowledge within a one-to-one technology-enhanced computing environment.
Identifier: WFE0000358 (IID), uwf:61026 (fedora)
Note(s): 2012-12-15
Ed.D.
Department of Instructional and Performance Technology
Doctorate
Persistent Link to This Record: http://purl.flvc.org/uwf/fd/WFE0000358
Restrictions on Access: public
Use and Reproduction: http://rightsstatements.org/vocab/InC-EDU/1.0/
Host Institution: UWF

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