Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning

doi:10.1016/J.COMPEDU.2012.10.008

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Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning

Journal Article•DOI•

Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning

Peggy A. Ertmer¹, Anne Ottenbreit-Leftwich²•Institutions (2)

01 May 2013-Computer Education (Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com)-Vol. 64, Iss: 64, pp 175-182

TL;DR: Building on the early work of Jonassen (1996) in which he proposed using technology as cognitive tools, it is suggested that future technology integration efforts should focus on helping teachers engage students in authentic technology-enabled learning environments.

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Abstract: Educators have been striving to achieve meaningful technology use in our K-12 classrooms for over 30 years. Yet, despite significant investments of time and money in infrastructure, training, and support ''we have few assurances that [educators] are able to use technology for teaching and learning'' (NEA, 2008, p. 1). In this article, we call for a shift in focus from technology integration (and the tools used to achieve it), to technology-enabled learning (and the pedagogy used to support it). Building on the early work of Jonassen (1996) in which he proposed using technology as cognitive tools, we suggest that future technology integration efforts should focus on helping teachers engage students in authentic technology-enabled learning environments. As such, technology integration is no longer an isolated goal to be achieved separately from pedagogical goals, but simply the means by which students engage in relevant and meaningful interdisciplinary work. Implications for supporting teacher pedagogical change, from a system's perspective, are discussed.

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Journal Article•DOI•

Factors influencing digital technology use in early childhood education

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Courtney K. Blackwell¹, Alexis R. Lauricella¹, Ellen Wartella¹•Institutions (1)

Northwestern University¹

01 Aug 2014-Computers in Education

TL;DR: Overall, the study provides the first path model investigating early childhood educators’ technology use and provides practical considerations to aid teachers’ use of technology in the classroom.

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Abstract: The current study uses path modeling to investigate the relationship between extrinsic and intrinsic factors that influence early childhood educators’ digital technology use. Survey data from 1234 early childhood educators indicate that attitudes toward the value of technology to aid children’s learning have the strongest effect on technology use, followed by confidence and support in using technology. Additionally, student SES has the strongest effect on attitudes, while support and technology policy influence teacher confidence, which in turn influences attitudes. In contrast, more experienced teachers have more negative attitudes. Overall, the study provides the first path model investigating early childhood educators’ technology use and provides practical considerations to aid teachers’ use of technology in the classroom.

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296 citations

Cites background or methods or result from "Removing obstacles to the pedagogic..."

...With research continually showing the increased access but underuse of technology (Gray et al., 2010), providing teachers with sufficient support and a strong technology vision may help alleviate this problem (Ertmer & Ottenbreit-Leftwich, 2013)....
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...Given the importance that early childhood education has on children’s future academic success and life trajectory (e.g., Chetty et al., 2011; Isaacs, 2008), this study focuses (C.K. Blackwell). specifically on early childhood teachers’ attitudes toward technology for student learning for children…...
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...…general pedagogical beliefs, as teachers who have more traditional teaching beliefs tend to have more negative attitudes toward technology while teachers with more student-centered orientations tend to have more positive attitudes (Inan & Lowther, 2010a; Ertmer & Ottenbreit-Leftwich, 2013)....
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...…teachers’ pedagogical beliefs influence use, such that those with more student-centered beliefs are more likely to use technology in innovative and effective ways, compared to teachers with more traditional beliefs (Ertmer & Ottenbreit-Leftwich, 2013; Tondeur, Hermans, van Braak, & Valke, 2008)....
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...Further, when technology is used, it is often not used in meaningful, student-centered ways but is integrated in more traditional, didactic practices (Cuban, 2001; Ertmer & Ottenbreit-Leftwich, 2013)....
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Journal Article•DOI•

Teaching with technology in higher education: understanding conceptual change and development in practice

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Claire Englund¹, Anders D. Olofsson¹, Linda Price²•Institutions (2)

Umeå University¹, Kingston University²

01 Nov 2017-Higher Education Research & Development

TL;DR: This paper found that teachers' conceptions of and approaches to teaching with technology are central for the successful implementation of educational technologies in higher education, and that teachers were concerned with the success of the implementation of higher education.

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Abstract: Research indicates that teachers’ conceptions of and approaches to teaching with technology are central for the successful implementation of educational technologies in higher education. This study ...

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256 citations

Cites background from "Removing obstacles to the pedagogic..."

...…between the enthusiastic rhetoric and rather uninspiring reality of university Edtech use (Selwyn, 2007) and to develop strategies to facilitate the implementation of Edtech in HE to enhance student learning (Ertmer & Ottenbreit-Leftwich, 2013; OttenbreitLeftwich, Glazewski, Newby, & Ertmer, 2010)....
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Journal Article•DOI•

Bring Your Own Device (BYOD) for seamless science inquiry in a primary school

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Yanjie Song¹•Institutions (1)

Hong Kong Institute of Education¹

01 May 2014-Computer Education

TL;DR: The research findings show that the students advanced their understanding of the anatomy of fish well beyond what was available in the textbook and they developed positive attitude toward seamless science inquiry supported by their own mobile devices.

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Abstract: This paper reports a one-year study on the project of ''Bring Your Own Device (BYOD) for seamless science inquiry'' in a primary school in Hong Kong. BYOD in this study refers to ''the technology model where students bring a personally owned mobile device with various apps and embedded features to use anywhere, anytime for the purpose of learning''. The study aims at investigating (a) what advancement of content knowledge students made in their science inquiry in a seamless learning environment supported by their own mobile device; (b) how the students advanced their content knowledge in science inquiry; and (c) what students' perception is regarding their learning experience supported by their own mobile devices. The topic of inquiry was ''The Anatomy of Fish''. Data collection included pre- and post-domain tests, self-reported questionnaire, student artifacts, class observations and field notes. Content analysis and a student artifact tracing approach were adopted in the data analysis to examine and trace students' knowledge advancement. The research findings show that the students advanced their understanding of the anatomy of fish well beyond what was available in the textbook and they developed positive attitude toward seamless science inquiry supported by their own mobile devices.

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195 citations

Journal Article•DOI•

The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis

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Xiang Hu¹, Yang Gong¹, Chun Lai¹, Frederick K. S. Leung¹•Institutions (1)

University of Hong Kong¹

01 Oct 2018-Computers in Education

TL;DR: Three-level hierarchical linear models were employed to analyse the Programme for International Student Assessment (PISA) 2015 data of 305,414 15-year-old students and indicated that national ICT skills had a more positive effect on student academic performance than did national I CT access and use.

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Abstract: This study conceptualized ICT as multi-level (country-, school-, and student-level) constructs and examined their relationships with student mathematics, reading, and scientific literacy. Three-level hierarchical linear models (HLM) were employed to analyse the Programme for International Student Assessment (PISA) 2015 data of 305,414 15-year-old students from 11,075 schools across 44 countries. The findings indicated that (i) national ICT skills had a more positive effect on student academic performance than did national ICT access and use; (ii) students ICT availability at school positively associated with student academic success, whereas student ICT availability at home negatively associated with student academic success; (iii) student ICT academic use negatively correlated with student performance, while ICT entertainment use positively correlated with student performance; and (v) student attitudes toward ICT demonstrated mixed effects on student academic success – specifically, student interest, competence, and autonomy in using ICT had positive correlations, while student enjoyment of social interaction around ICT had a negative correlation with student academic performance.

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175 citations

Journal Article•DOI•

Goldilocks and TPACK: Is the Construct ‘Just Right?’

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Laurie Brantley-Dias¹, Peggy A. Ertmer²•Institutions (2)

Kennesaw State University¹, Purdue University²

01 Dec 2013-Journal of research on technology in education

TL;DR: In this paper, the authors provide a critical review of the Technological Pedagogical Content Knowledge (TPACK) construct and address the development, verification, usefulness, application, and appropriateness of TPACK as a way to explain the teacher cognition needed for effective technology integration.

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Abstract: 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 large (vague or ambiguous) of a construct to enable reasonable application. In this article, we provide a critical review of the TPACK construct and address the development, verification, usefulness, application, and appropriateness of TPACK as a way to explain the teacher cognition needed for effective technology integration. We make suggestions for returning to a simpler conceptualization to refocus our efforts on what teachers need to achieve meaningful technology-enabled learning.

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170 citations

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References

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Open Access

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Journal Article•DOI•

Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?.

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Peggy A. Ertmer¹•Institutions (1)

Purdue University¹

01 Dec 2005-Educational Technology Research and Development

TL;DR: In this article, the authors present a conceptual overview of teacher pedagogical beliefs as a vital first step to establish a similar link to teachers' classroom uses of technology, and describe important implications for teacher professional development and offer suggestions for future research.

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Abstract: Although the conditions for successful technology integration finally appear to be in place, including ready access to technology, increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly low. This suggests that additional barriers, specifically related to teachers’ pedagogical beliefs, may be at work. Previous researchers have noted the influence of teachers’ beliefs on classroom instruction specifically in math, reading, and science, yet little research has been done to establish a similar link to teachers’ classroom uses of technology. In this article, I argue for the importance of such research and present a conceptual overview of teacher pedagogical beliefs as a vital first step. After defining and describing the nature of teacher beliefs, including how they are likely to impact teachers’ classroom practice, I describe important implications for teacher professional development and offer suggestions for future research.

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2,227 citations

"Removing obstacles to the pedagogic..." refers background in this paper

...Thus, in order to facilitate these types of technology practices, it is imperative to consider the role second-order barriers and enablers play in the integration process (Ertmer, 1999, 2005)....
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...…authentic, student-centered practices promoted by Jonassen (1996) relates, in general, to teachers’ underlying beliefs about teaching and learning (Ertmer, 2005; Overbay, Patterson, Vasu, & Grable, 2010) and, more specifically, to their beliefs about the role technology should play in the…...
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Monograph•DOI•

Oversold and underused : computers in the classroom

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Larry Cuban

30 Jun 2009

TL;DR: Cuban argues that when teachers are not given a say in how the technology might reshape schools, computers are merely souped-up typewriters and classrooms continue to run much as they did a generation ago.

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Abstract: Impelled by a demand for increasing American strength in the new global economy, many educators, public officials, business leaders, and parents argue that school computers and Internet access will improve academic learning and prepare students for an information-based workplace. Just how valid is this argument? In "Oversold and Underused", Larry Cuban argues that when teachers are not given a say in how the technology might reshape schools, computers are merely souped-up typewriters and classrooms continue to run much as they did a generation ago. In his studies of early childhood, high school, and university classrooms in Silicon Valley, he found that students and teachers use the new technologies far less in the classroom than they do at home, and that teachers who use computers for instruction do so infrequently and unimaginatively. Cuban points out that historical and organizational economic contexts influence how teachers use technical innovations. Computers can be useful when teachers sufficiently understand the technology themselves, believe it will enhance learning, and have the power to shape their own curricula. But these conditions can't be met without a broader and deeper commitment to public education beyond preparing workers. More attention, Cuban says, needs to be paid to the civic and social goals of schooling, goals that make the question of how many computers are in classrooms trivial.

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2,054 citations

Journal Article•DOI•

Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration

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Peggy A. Ertmer¹•Institutions (1)

Purdue University¹

01 Dec 1999-Educational Technology Research and Development

TL;DR: The relationship between first- and second-order barriers is discussed and specific strategies for circumventing, overcoming, and eliminating the changing barriers teachers face as they work to achieve technology integration are described.

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Abstract: Although teachers today recognize the importance of integrating technology into their curricula, efforts are often limited by both external (first-order) and internal (second-order) barriers. Traditionally, technology training, for both preservice and inservice teachers, has focused on helping teachers overcome first-order barriers (e.g., acquiring technical skills needed to operate a computer). More recently, training programs have incorporated pedagogical models of technology use as one means of addressing second-order barriers. However, little discussion has occurred that clarifies the relationship between these different types of barriers or that delineates effective strategies for addressing different barriers. If pre- and inservice teachers are to become effective users of technology, they will need practical strategies for dealing with the different types of barriers they will face. In this paper, I discuss the relationship between first- and second-order barriers and then describe specific strategies for circumventing, overcoming, and eliminating the changing barriers teachers face as they work to achieve technology integration.

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1,834 citations

"Removing obstacles to the pedagogic..." refers background or result in this paper

...Cognitive factors impacting pedagogical change include teachers’ knowledge and skills related to technology-enabled learning, which comprise one of the key second-order barriers or enablers (Ertmer, 1999; Ertmer et al., 2006–2007)....
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...Thus, in order to facilitate these types of technology practices, it is imperative to consider the role second-order barriers and enablers play in the integration process (Ertmer, 1999, 2005)....
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...Affective factors include teachers’ beliefs about teaching and learning as well as their beliefs and attitudes about the value of technologyenabled learning (Ottenbreit-Leftwich, Glazewski, Newby, & Ertmer, 2010). These factors, like cognitive factors, often serve as critical second-order barriers or enablers to pedagogical change (Ertmer, 1999). Many have reported that teacher attitudes and beliefs are among the most critical influences on actual teacher practice with regards to technology-enabled learning (Hu, Hu, Clark, & Ma, 2003; Inan & Lowther, 2010; van Braak, Tondeur, & Valcke, 2004). Researchers have previously examined teachers’ adoption of pedagogy and technology during top-down mandates (Berrett, Murphy, & Sullivan, 2012; Inan & Lowther, 2010). However, these types of changes often negatively impact the affective factors in the system, making teachers more resistant to change. Straub (2009) cautioned against this approach: “Top-down mandated change may be quick to proclaim the benefits of a change without understanding the deeper affective variables that may be shifted with any change” (p. 637). Instead of mandating teachers to change their pedagogy and technology use, it is more important that the system encourage change by aligning the school’s culture and overall vision with one that incorporates technology-enabled learning, as advocated by Jonassen (1996). One of our teachers, Barnes, described the impact that the vision of a school district’s administration can have on teacher change and technology use: “It would be nice if everyone is using technology in the same way but they just are not....
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...In the Ertmer et al. (2012) study, Crosby described that although he currently has to find ways to work around the administration in his school, in the past, he has worked with administrators who “really kind of got it and would get as excited as we did.” With supportive administrators, Crosbywasable to embrace a pedagogical approach that emphasized inquiry-based learning, utilizing technologyas a cognitive tool. Furthermore, the school district was relatively supportive by keeping websites open and available (e.g., Twitter, blogs, Flickr, wikis). In another example, Garcia discussed how his principal supported his use of technology: “I had the encouragement from the administrator. the principal encouraged us to think outside the box. He allowed us to play around with our curriculum and our lessons, as long as we were doing what we needed to do for the state standards. And so that kind of freedom allowed me to start thinking, “How can I integrate this technology?” “How can I make my lessons engaging?” Due to the administrative support Garcia received, he was able to experiment with innovative pedagogical approaches, which resulted in a dramatic increase in his students’ achievement scores on the state standardized test. As shown through these examples, as well as previous studies (Lowther et al., 2008), supportive administration can positively impact teachers who are trying to adopt pedagogical innovations. When considering technology adoption, context is probably the easiest factor for systems to address as it involves increasing resources and support. As noted above, a lot of progress has been made on this front (U.S. DOE, 2010). However, when considering pedagogical adoption, contextual factors also include the school or system culture – a factor not so readily addressed. As noted by Somekh (2008), “Teachers are not ‘free agents’ and their use of ICT for teaching and learning depends on the interlocking cultural, social and organizational contexts in which they live and work” (p....
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...In the Ertmer et al. (2012) study, Crosby described that although he currently has to find ways to work around the administration in his school, in the past, he has worked with administrators who “really kind of got it and would get as excited as we did....
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Journal Article•DOI•

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

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Khe Foon Hew¹, Thomas Brush²•Institutions (2)

Nanyang Technological University¹, Indiana University²

03 May 2007-Educational Technology Research and Development

TL;DR: In this paper, the authors identify the general barriers typically faced by K-12 schools when integrating technology into the curriculum for instructional purposes, namely: resources, institution, subject culture, attitudes and beliefs, knowledge and skills, and assessment.

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Abstract: 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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1,747 citations

"Removing obstacles to the pedagogic..." refers background in this paper

...This is true despite ongoing, extensive efforts to eliminate key barriers believed to impact teachers’ uses including access, support, and training (Hew & Brush, 2007; Keengwe et al., 2008)....
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...Since that time, a number of researchers have outlined the various barriers and enablers that impact teachers’ classroom uses of technology (Ertmer, Ottenbreit-Leftwich, & York, 2006–2007; Hew & Brush, 2007; Lowther, Strahl, Inan, & Ross, 2008; Zhao, Pugh, Sheldon, & Byers, 2002)....
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...Although first-order barriers, historically, have played a significant role in teachers’ integration efforts (Hew & Brush, 2007), secondorder barriers are currently recognized as the true gatekeepers (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012)....
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Journal Article•DOI•

Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect

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Peggy A. Ertmer¹, Anne Ottenbreit-Leftwich²•Institutions (2)

Purdue University¹, Indiana University²

01 Mar 2010-Journal of research on technology in education

TL;DR: In this article, the authors examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools?

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Abstract: Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, we discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Specifically, we propose that teachers’ mindsets must change to include the idea that “teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning.” Implications are discussed in terms of both teacher education and professional development programs. (Keywords: teacher change, teacher knowledge, teacher beliefs, technology integration)

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1,618 citations

"Removing obstacles to the pedagogic..." refers background in this paper

...Furthermore, as noted by Ertmer and Ottenbreit-Leftwich (2010), this shared vision, while not focused on technology per se, should include a definition of good teaching that incorporates the idea of students learning with technology....
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...Clearly, teachers must have basic technology knowledge and skills in order to use technology in the classroom (Ertmer & Ottenbreit-Leftwich, 2010; Lawless & Pellegrino, 2007), but the more important capability lies in teachers’ knowledge for using technology to support authentic student-centered…...
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