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Swallow, Meredith J. C.; Olofson, Mark W. – Journal of Research on Technology in Education, 2017
The technological, pedagogical, and content knowledge (TPACK) framework considers the role of technology in teaching. Although TPACK is grounded in context, one limitation is the lack of understanding about the interactions between particular contexts, knowledge development, and instruction. This qualitative multiple-case study was designed to…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Guidelines, Teaching Methods
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Smith, Carol A.; Santori, Diane – Journal of Research on Technology in Education, 2015
As iPads take their place in mainstream pedagogy, many educators struggle to envision how the technology might be utilized effectively in classrooms. Research reports various potentials and benefits of iPad-based teaching and learning, but does not often describe how those benefits might be realized. This article reports on a qualitative research…
Descriptors: Handheld Devices, Technology Uses in Education, Middle School Teachers, Middle School Students
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Dondlinger, Mary Jo; McLeod, Julie; Vasinda, Sheri – Journal of Research on Technology in Education, 2016
This article explores links between student experiences with technology-rich mathematics instruction and the ISTE Standards for Students. Research methods applied constructivist grounded theory to analyze data from student interviews against the ISTE Standards for Students to identify which elements of the design of this learning environment…
Descriptors: Student Centered Learning, Student Experience, Mathematics Instruction, Standards
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Brantley-Dias, Laurie; Ertmer, Peggy A. – Journal of Research on Technology in Education, 2013
In the education community, the Technological Pedagogical Content Knowledge (TPACK) framework has become a popular construct for examining the types of teacher knowledge needed to achieve technology integration. In accordance with Katz and Raths's 'Goldilocks Principlen' (cited in Kagan, 1990), TPACK, with its seven knowledge domains, may be too…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Technology Integration, Teacher Competency Testing
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Bielefeldt, Talbot – Journal of Research on Technology in Education, 2012
Correlational analysis of two years of classroom observation indicates relationships between technology use and various classroom characteristics, including teacher roles and instructional strategies. Three observers used the ISTE Classroom Observation Tool (ICOT) to record 144 observations of classrooms participating in a variety of educational…
Descriptors: Grants, Federal Programs, Standards, Interrater Reliability
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Means, Barbara – Journal of Research on Technology in Education, 2010
This study examined technology implementation practices associated with student learning gains. Interviews and observations were conducted with staff at schools where teachers using reading or mathematics software with their students attained above-average achievement gains and at schools where software-using teachers had below-average gains. The…
Descriptors: Classroom Techniques, Achievement Gains, Academic Achievement, Teacher Collaboration
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Swan, Kathy; Hofer, Mark – Journal of Research on Technology in Education, 2011
In this paper, we report on work with eight practicing ninth grade social studies teachers to determine how they chose to integrate podcasting to help their students build on their economic literacy, which includes building both economic concepts and skills. The study is rooted in an interpretivist research paradigm, using the Council for Economic…
Descriptors: Economics Education, Economics, Grade 9, Pedagogical Content Knowledge
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Larkin, Kevin – Journal of Research on Technology in Education, 2012
The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This…
Descriptors: Foreign Countries, Cost Effectiveness, Cooperative Learning, Classroom Environment
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Anthony, Anika Ball – Journal of Research on Technology in Education, 2012
Technology implementation research indicates that teachers' beliefs and knowledge, as well as a host of institutional factors, can influence technology integration. Drawing on third-generation activity theory, this article conceptualizes technology implementation as a network of planning and integration activities carried out by technology…
Descriptors: Technology Integration, Educational Technology, School Districts, Systems Approach
Levin, Tamar; Wadmany, Rivka – Journal of Research on Technology in Education, 2006
This paper reports on an exploratory, longitudinal study that analyzes and interprets the evolution of teachers' beliefs regarding learning, teaching, and technology, and their instructional practices, in the context of integrating technology-based information-rich tasks in six 4th-6th grade classrooms. The study used multiple research tools,…
Descriptors: Teaching Methods, Research Tools, Classrooms, Teacher Attitudes