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Technology Integration: A Review of the Literature

26 Mar 2007-Vol. 2007, Iss: 1, pp 1482-1488
TL;DR: The authors provides a synthesis that addresses the effect of technology on teaching and learning and analyzes these effects through the lens of diffusion theory, concluding with a call for future educational research in technology.
Abstract: Technology has been viewed as a lodestone for improving student academic performance and for increasing the flexibility of public schools This review provides a synthesis that addresses the effect of technology on teaching and learning and analyzes these effects through the lens of diffusion theory This synthesis examines the historical trends of technology, explores policy changes that have influenced technology’s role in K-12 curriculum, how these changes have resulted in a new definition of literacy that now includes technological literacy and in new social and cultural dynamics Third, this review examines the gaps between the vision for technology and its practical realities, concluding with a call for future educational research in technology

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Journal ArticleDOI
TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
Abstract: Este articulo fue un discurso presidencial en la reunion de America Educational Research Association de Chicago el ano 1985. -- Curioso sobre el por que el publico a menudo tiene una baja opinion sobre el conocimiento de los profesores, Shulman observa la historia de evaluaciones docentes. En la segunda mitad del 1800, las evaluaciones para quienes deseaban ensenar se basaban casi por completo en contenido. Para el ano en que el autor escribe el articulo, en 1985, la evaluacion era completamente distinta. En lugar de enfocarse en contenido, se enfocaba en topicos como planificacion de clases, sensibilizacion cultural, y otros aspectos de la conducta docente. Mientras los topicos usualmente tenian raices en la investigacion, claramente no representan el amplio espectro de habilidades y conocimientos que un docente necesita para ser efectivo. Mas especificamente, para los anos 80', la evaluacion docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preocupaba por la pedagogia.

15,740 citations


"Technology Integration: A Review of..." refers background in this paper

  • ...Likewise, simply knowing how to use technology is not the same as having electronic pedagogical content knowledge and skill (see also Shulman, 1986)....

    [...]

Book
01 Jan 1878
TL;DR: The Red River of the North basin of the Philippines was considered a part of the Louisiana Purchase by the United States Department of Commerce in the 1939 Census Atlas of the United Philippines as discussed by the authors.
Abstract: 1 Includes drainage basin of Red River of the North, not a part of any accession, but in the past sometimes considered a part of the Louisiana Purchase. i Includes Baker, Canton, Enderbury, Rowland, Jarvis, Johnston, and Midway Islands; and also certain other outlying islands (21 square miles). 3 Commonwealth of the Philippines, Commission of the Census; 1939 Census, Census Atlas of the Philippines. Source: Department of Commerce, Bureau of the Census.

10,650 citations

Book
01 Jan 1990
TL;DR: In this paper, the authors present a brief history of educational change at the local and national level, and discuss the causes and problems of implementation and continuation of change at both the local level and the national level.
Abstract: Part I Understanding Educational Change 1. A Brief History of Educational Change 2. Sources of Educational Change 3. The Meaning of Educational Change 4. The Causes and Problems of Initiation 5. The Causes and Problems of Implementation and Continuation 6. Planning Doing and Coping with Change Part II Educational Change at the Local Level 7. The Teacher 8. The Principal 9. The Student 10. The District Administrator 11. The Consultant 12. The Parent and the Community Part III Educational Change at Regional and National Levels 13. Governments 14. Professional Preparation of Teachers 15. Professional Development of Educators 16. The Future of Educational Change

10,256 citations


Additional excerpts

  • ...Fullan (1991; 1992; 1993, 2001) analyzes educational change....

    [...]

01 Jan 2000

9,254 citations

Journal ArticleDOI
TL;DR: In this paper, the authors propose a conceptual framework for educational technology by building on Shulman's formulation of pedagogical content knowledge and extend it to the phenomenon of teachers integrating technology into their pedagogy.
Abstract: Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

7,328 citations


"Technology Integration: A Review of..." refers background in this paper

  • ...This has been referred to as electronic pedagogical content knowledge (Irving, 2003) and technological pedagogical content knowledge (Mishra & Koehler, 2006; Pierson, 2001; Thompson, 2005) and places an added emphasis on the role of curriculum....

    [...]

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Technological Integration?

The review examines the effect of technology on teaching and learning, including the gaps between the vision for technology and its practical realities.