자연주의적 탐구조사(Naturalistic Inquiry)

Theory in Practice: Increasing Professional Effectiveness

Additive manufacturing (AM) is poised to bring about a revolution in the way products are designed, manufactured, and distributed to end users. This technology has gained significant academic as well as industry interest due to its ability to create complex geometries with customizable material properties. AM has also inspired the development of the maker movement by democratizing design and manufacturing. Due to the rapid proliferation of a wide variety of technologies associated with AM, there is a lack of a comprehensive set of design principles, manufacturing guidelines, and standardization of best practices. These challenges are compounded by the fact that advancements in multiple technologies (for example materials processing, topology optimization) generate a "positive feedback loop" effect in advancing AM. In order to advance research interest and investment in AM technologies, some fundamental questions and trends about the dependencies existing in these avenues need highlighting. The goal of our review paper is to organize this body of knowledge surrounding AM, and present current barriers, findings, and future trends significantly to the researchers. We also discuss fundamental attributes of AM processes, evolution of the AM industry, and the affordances enabled by the emergence of AM in a variety of areas such as geometry processing, material design, and education. We conclude our paper by pointing out future directions such as the "print-it-all" paradigm, that have the potential to re-imagine current research and spawn completely new avenues for exploration. The fundamental attributes and challenges/barriers of Additive Manufacturing (AM).The evolution of research on AM with a focus on engineering capabilities.The affordances enabled by AM such as geometry, material and tools design.The developments in industry, intellectual property, and education-related aspects.The important future trends of AM technologies.

The status, challenges, and future of additive manufacturing in engineering

Although research studies in education show that use of technol- ogy can help student learning, its use is generally affected by certain barriers In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research

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Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research

Flip your classroom: Reach every student in every class every day

Creating effective learning environments with technology remains a challenge for teachers. Despite the tremendous push for educators to integrate technology into their classrooms, many have yet to do so and struggle to find consistent success with technology-based instruction. The challenges to effective technology integration have been welldocumented in the literature. In this article we present a comprehensive review of the literature on the challenges associated with effective technology integration in the classroom and the ways in which they interact with one another. Based on this review we have developed a framework, the Individualized Inventory for Integrating Instructional Innovations (i5), to help teachers predict the likelihood of success of technology-based projects in the classroom and identify potential barriers that can hinder their technology integration efforts. Identifying potential barriers upfront can empower teachers to seek solutions early in the process, thereby increasing the likelihood of experiencing success with technology integration.

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A Framework for Addressing Challenges to Classroom Technology Use

This study examined the implementation and outcomes of a laptop program initiative in a predominantly low-income, minority school. Both quantitative and qualitative data were collected, analyzed, and compared with students in non-laptop classrooms within the same school. Results of the study revealed that in the hands of well prepared teachers, laptops enabled disadvantaged students to engage in powerful learning experiences. Although quantitative data did not reveal significant differences in student attitudes towards computers and school between laptop and comparison students, qualitative data indicated that laptop integration created enhanced motivation and engagement with schoolwork, influenced classroom interactions, and empowered students. Such behaviors were not evident among comparison students. Furthermore, qualitative data indicated that the laptop program produced academic gains in writing and mathematics within the laptop group. Results of the study have implications for policy makers,...

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Learning with Laptops: Implementation and Outcomes in an Urban, Under-Privileged School

This study describes a professional development program designed to help K–12 teachers effectively integrate technology into their classrooms. It also investigates the impact of this program on teacher learning, taking into consideration school contextual factors. The findings of the study indicate that the program was effective in helping teachers improve their technological skills and become aware of new pedagogical strategies made possible with the use of technology. As a direct result, two of the teachers who participated in the program began implementation of key program activities shortly thereafter. Critical contextual factors that affected the efficacy and degree of technology implementation within the school environment included administrative support, student needs, collaboration with other teachers, and technological resources. Findings of this study help draw guidelines for future design of professional development related to the use of technology in K–12 classrooms.

Learning to Teach with New Technology

The purpose of this study is to describe an integrated pedagogical approach, aimed at advancing preservice teachers' learning on the use of technology and investigate its impact on participants' knowledge (i.e., TPACK) and practice. The integrated approach juxtaposes an educational technology course with methods courses and field experience through careful instructional design. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the Survey of Preservice Teachers' Knowledge of Teaching and Technology. Qualitative data were collected through open-ended survey responses and preservice teacher case narratives reporting on the design and implementation of technology-integrated lessons in a field placement. Finding revealed that participants experienced significant gains in all TPACK constructs. Further, findings indicated that participants applied their knowledge in practice though there was variability in the ways in which knowledge domains were represented in participants' narratives. Findings have implications for teacher education programs and for researchers interested in the development and assessment of preservice teacher knowledge of teaching with technology.

Chrystalla Mouza

Papers

A Framework for Addressing Challenges to Classroom Technology Use

Learning with Laptops: Implementation and Outcomes in an Urban, Under-Privileged School

Learning to Teach with New Technology

Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK)

Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field