Journal ArticleDOI
Promoting Technology Integration through Collaborative Apprenticeship.
TLDR
Collaborative apprenticeship as mentioned in this paper, a professional development model featuring reciprocal interactions, is one such approach to promoting technology integration, where teachers experienced in technology use serve as mentors of peer-teachers' technology applications aimed at improving instruction.Abstract:
Teachers often learn technology skills and integration strategies in intensive seminars, ineffective means for professional learning because experiences are seldom transferred to instructional practices. Thus, effective technology integration requires teachers to obtain learning experiences within the context of their teaching so they can practice, reflect, and modify their practices. Learning in a teaching community is a social process that involves ongoing, on-site, and just-in-time support. Teachers need avenues to continually interact to provide such support across all members of the community. Collaborative Apprenticeship, a professional development model featuring reciprocal interactions, is one such approach to promoting technology integration. Teachers experienced in technology use serve as mentors of peer-teachers' technology applications aimed at improving instruction. Technology is progressively infused as peer-teachers learn to design technology-rich lessons from their technology-savvy peers through modeling, collaboration, and coaching.read more
Citations
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Journal ArticleDOI
Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development
TL;DR: This case study examines 18 elementary school teachers' perceptions of the barriers to technology integration (access, vision, professional development, time, and beliefs) and instructional practices with technology after two years of situated professional development.
Journal ArticleDOI
A systems-based approach to technology integration using mentoring and communities of practice
TL;DR: In this article, the authors present a system-based mentoring model of technology integration that follows a research-based path, which moves teachers through four specific stages of technology adoption toward using technology to support learning in more student-centered ways.
Journal ArticleDOI
A path model for technology integration into elementary school settings in Turkey
TL;DR: A research-based model explaining the relationships between technology integration in Elementary Schools and a defined set of teacher and school-related factors showed technology integration as a complex process involving many interrelated factors, with particular importance placed on competency, support, experience, and attitudes.
Journal ArticleDOI
Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005-2011
TL;DR: In this paper, the authors reveal barriers encountered by Turkish primary school teachers in the integration of ICT, to propose potential enablers to overcome those barriers, and to compare the current status of the ICT integration (in 2011) with the status of integration in 2005.
Book
Self-regulated learning in technology enhanced learning environments: a European perspective
TL;DR: In this paper, the authors present a rich resource of information for researchers and educators at all levels who are interested in supporting the acquisition of self-regulation through technology enhanced learning environments (TELEs).
References
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Book
Communities of Practice: Learning, Meaning, and Identity
TL;DR: Identity in practice, modes of belonging, participation and non-participation, and learning communities: a guide to understanding identity in practice.
Journal ArticleDOI
Situated Cognition and the Culture of Learning
TL;DR: Collins, Brown, and Newman as mentioned in this paper argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used, and propose cognitive apprenticeship as an alternative to conventional practices.
Journal ArticleDOI
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
TL;DR: In this article, two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported, and the training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text.
Journal ArticleDOI
Cognitive Apprenticeship: Teaching the Craft of Reading, Writing and Mathematics
TL;DR: This paper proposes the development of a new cognitive apprenticeship to teach students the thinking and problem-solving skills involved in school subjects such as reading, writing and mathematics.
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