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Showing 1 to 15 of 38 results Save | Export
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Helen Crompton; Diane Burke – TechTrends: Linking Research and Practice to Improve Learning, 2024
Technology has become commonplace in K-12 classrooms with students actively using digital technology to support learning. The purpose of this study was to investigate whether there is empirical support that implementing the ISTE Standards for Students can result in learning gains. A scoping review methodology was used to map extant literature to…
Descriptors: Educational Technology, Technology Uses in Education, Standards, Achievement Gains
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Carl Boel; Kim Dekeyser; Marijke Lemal; Tijs Rotsaert; Martin Valcke; Tammy Schellens; Dieter Struyf – TechTrends: Linking Research and Practice to Improve Learning, 2024
As augmented, virtual and mixed reality have become more user-friendly and affordable, these technologies gained increasing interest from education. Teachers all over the world are triggered by the perceived benefits and start experimenting. However, teachers encounter obstacles to pursue effective implementation. This paper describes how these…
Descriptors: Educational Technology, Barriers, Technology Integration, Computer Simulation
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Madeline Dunfee; Heather Bush; Kate A. Leger; Timothy J. Hilbert; Candace Brancato; Erin N. Haynes – TechTrends: Linking Research and Practice to Improve Learning, 2024
At the start of the COVID-19 pandemic, K-12 teachers rapidly implemented new technologies to provide remote education, often with limited technological training and support. We tested whether teachers' satisfaction with their technology training was associated with their perceived stress, depression, anxiety, well-being and sleep. The School Staff…
Descriptors: COVID-19, Pandemics, Elementary Secondary Education, Distance Education
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Gomez, Frank C., Jr.; Trespalacios, Jesús; Hsu, Yu-Chang; Yang, Dazhi – TechTrends: Linking Research and Practice to Improve Learning, 2022
This quantitative study examined self-efficacy as a factor in teachers' technology use and integration efforts in urban K-12 classroom settings of 327 Catholic school teachers in Southern California. This study employed an online survey that utilized the Technology Integration Confidence Scale (TICS) version 3, an instrument developed by the first…
Descriptors: Elementary Secondary Education, Self Efficacy, Teacher Attitudes, Educational Technology
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Hall, Jacob A.; Widdall, Christine; Lei, Jing – TechTrends: Linking Research and Practice to Improve Learning, 2021
As online classrooms become more commonplace in K-12 education, teacher education programs seek to better prepare candidates for these contexts and are considering ways to address this additional preparation within their curricula. This article presents a design case of a 2-credit, 10-day, online course that was created to prepare 237 pre-service…
Descriptors: Online Courses, Elementary Secondary Education, Teacher Education Programs, Teacher Competencies
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Siko, Jason Paul; Barbour, Michael Kristopher – TechTrends: Linking Research and Practice to Improve Learning, 2022
Similar to previous iterations, this action research study examined student perceptions of K-12 online learning as part of an action research project working to improve a graduate course on using internet-based instruction in the classroom. Additionally, since the data were collected prior to the COVID-19 pandemic, additional analysis of the…
Descriptors: Student Attitudes, Elementary Secondary Education, Graduate Study, Internet
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Magnus-Aryitey, Daisy; Cherner, Todd – TechTrends: Linking Research and Practice to Improve Learning, 2020
There is a continued push to address issues of inequity that arise from being able to access educational technology (edtech). Yet, despite these efforts, stakeholders including developers, teachers, and administrators have not yet coalesced around the meaning of the term 'access' as related to edtech. For this study, we conducted interviews with…
Descriptors: Access to Education, Equal Education, Educational Technology, Computer Software
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Ellis, Maureen L.; Lu, Ya-Huei; Fine-Cole, Bethann – TechTrends: Linking Research and Practice to Improve Learning, 2021
In response to national and state emphasis implementing digital technologies in the K-12 classroom, the North Carolina (NC) state board of education approved the integration of the Digital Learning Competencies for Teachers (DLCT) and the Digital Learning Competencies for School Administrators (DLCSA) for schools statewide. DLCSA support school…
Descriptors: Educational Technology, Technology Integration, Technology Uses in Education, Elementary Secondary Education
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Herron, Josh; Wolfe, Kathryn A. – TechTrends: Linking Research and Practice to Improve Learning, 2021
Colleges and schools of education serve K12 educators very well in many areas and there are instructional design programs housed in traditional academic units that produce high-caliber scholars and researchers that impact our field. However, this article suggests that partnerships between university innovation hubs and K12 schools fill a gap of…
Descriptors: Instructional Design, Educational Technology, Educational Innovation, Programming
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Arrington, T. Logan; Moore, Alison L.; Bagdy, Lauren M. – TechTrends: Linking Research and Practice to Improve Learning, 2021
This article presents the results of a collective case study exploring how K12 practitioners perceive the interaction of systems thinking, creativity, and learning from failure within their professional practice. In order to identify K12 practitioners who were well-versed in systems thinking, we targeted students within an instructional design and…
Descriptors: Teacher Attitudes, Case Studies, Creativity, Kindergarten
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Scharber, Cassandra; Peterson, Lana; Baskin, Katie; Cabeen, Jessica; Gustafson, Derik; Alberts, John – TechTrends: Linking Research and Practice to Improve Learning, 2021
Our contribution to this issue features a K12 school district + university partnership related to technology integration, and explores the connections between technology, teacher learning, creative risk taking, and failure. Austin Public Schools (APS) and the LT Media Lab (LTML) have been engaged in a research-practice partnership (RPP) for seven…
Descriptors: Theory Practice Relationship, School Districts, Technology Integration, Creativity
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Tawfik, Andrew A.; Shepherd, Craig E.; Gatewood, Jessica; Gish-Lieberman, Jaclyn J. – TechTrends: Linking Research and Practice to Improve Learning, 2021
While an extensive literature base has focused on online learning, fewer studies have explored the unique implementation challenges in K-12 education. This case study addresses this gap by exploring how an urban, diverse school migrated to a fully online format through the lens of the first- and second-order barriers framework. In terms of…
Descriptors: Elementary Secondary Education, Educational Technology, Technology Uses in Education, Online Courses
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Moore, Julie A. – TechTrends: Linking Research and Practice to Improve Learning, 2018
Critical Friends Groups (CFGs) are a form professional learning community that has been used for teacher learning in K-12 environments for many years. In order to foster community and learning amongst distributed participants, CFGs are beginning to make their way online. This article describes the experience of a four-year old online CFG whose…
Descriptors: Communities of Practice, Faculty Development, Elementary Secondary Education, Online Courses
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Vu, Phu; Fredrickson, Scott; Gaskill, Martonia – TechTrends: Linking Research and Practice to Improve Learning, 2019
This study examined how one-to-one initiatives were conducted in rural public K-12 educational settings in a mid-western US state. Research data were gathered from interview responses from 15 school personnel who were either educational technology directors or school principals at 15 rural public K-12 schools. The study found that when schools…
Descriptors: Elementary Secondary Education, Rural Schools, Public Schools, Access to Computers
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Di Paolo, Terry; Wakefield, Jenny S.; Mills, Leila A.; Baker, Laura – TechTrends: Linking Research and Practice to Improve Learning, 2017
This paper outlines a rudimentary process intended to guide faculty in K-12 and higher education through the steps involved to produce video for their classes. The process comprises four steps: planning, development, delivery and reflection. Each step is infused with instructional design information intended to support the collaboration between…
Descriptors: Instructional Design, Video Technology, Educational Technology, Film Production
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