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Relevant bibliographies by topics / Classroom Technology Integration

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Academic literature on the topic 'Classroom Technology Integration'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "Classroom Technology Integration"

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Raymond, Catherine. "Technology Integration in the Classroom." Science Insights Education 2016, no. 2016 (2016): 1–6. http://dx.doi.org/10.15354/sie.16.re022.

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Johnson, D. LaMont, Cleborne D. Maddux, and Leping Liu. "Integration of Technology into the Classroom." Computers in the Schools 16, no. 2 (2000): 1–2. http://dx.doi.org/10.1300/j025v16n02_01.

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Kim, Hye Jeong, and Hwan Young Jang. "Sustainable Technology Integration in Underserved Area Schools: The Impact of Perceived Student Change on Teacher Continuance Intention." Sustainability 12, no. 12 (2020): 4802. http://dx.doi.org/10.3390/su12124802.

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This study aims to examine the determining factors of teachers’ continuance intention to integrate technology in a smart classroom of schools in underserved areas. Smart classrooms provide a supportive learning environment for students by equipping them with advanced multi-functional and mobile technologies. A smart classroom can provide opportunities for teaching and learning by facilitating curriculum implementation and encouraging student success. The sustainable integration of technology in a smart classroom depends on the teacher’s ability to effectively utilize digital technology in the

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P. Galloway, Jerry. "Classroom Integration of Technology: Are Teachers Understanding?" i-manager's Journal on School Educational Technology 2, no. 4 (2007): 26–30. http://dx.doi.org/10.26634/jsch.2.4.832.

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Al-Bataineh, Adel, Rebecca Erwin, Like Bonomo, Susan Mercer, and Intisar Mustafeh. "Technology Integration in the 21st Century Classroom." Ubiquitous Learning: An International Journal 2, no. 1 (2010): 79–90. http://dx.doi.org/10.18848/1835-9795/cgp/v02i01/40438.

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Shaji, Sajna, and P. Nagaraj. "Integration of Technology in English Language Classrooms: A Research Review." Shanlax International Journal of English 9, S1-Dec2020 (2020): 26–29. http://dx.doi.org/10.34293/english.v9is1-dec2020.3608.

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This article analyses the role of technology in education, particularly in English language classrooms. It also discusses about technology enhanced language learning and the theoretical background for the study. The impact of technology in language classrooms and in developing the four language skills is discussed. Technological assistance enhances the effectiveness of education process. A digital classroom can strengthen the cognitive, affective and psychomotor domains of learning. The article gives a glimpse of the impact of technological assistance in English language classrooms.

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Huang, Li-Shing, Jui-Yuan Su, and Tsang-Long Pao. "A Context Aware Smart Classroom Architecture for Smart Campuses." Applied Sciences 9, no. 9 (2019): 1837. http://dx.doi.org/10.3390/app9091837.

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The Smart campus is a concept of an education institute using technologies, such as information systems, internet of things (IoT), and context-aware computing, to support learning, teaching, and administrative activities. Classrooms are important building blocks of a school campus. Therefore, a feasible architecture for building and running smart classrooms is essential for a smart campus. However, most studies related to the smart classroom are focused on studying or addressing particular technical or educational issues, such as networking, AI applications, lecture quality, and user responses

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Waters, Stewart, and Matt Hensley. "A Practical Guide to the Benefits & Barriers to Mobile Technology Integration In Social Studies." Curriculum and Teaching 35, no. 1 (2020): 53–61. http://dx.doi.org/10.7459/ct/35.1.04.

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Mobile technology continues to change and evolve the way people and society function in their everyday lives. Much like the phenomenon that was the Internet 20 years ago, educators now find themselves facing increasing pressure to adapt classroom instruction to accommodate for new and emerging technologies. This article offers practical considerations from our own classroom experiences surrounding the benefits and barriers of incorporating mobile technology in social studies instruction. We provide readers with a rationale for the use of mobile technology in social studies classrooms, as well

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Jones, Sara Jolly. "Technology in the Montessori Classroom: Teachers’ Beliefs and Technology Use." Journal of Montessori Research 3, no. 1 (2017): 16. http://dx.doi.org/10.17161/jomr.v3i1.6458.

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As technology becomes ubiquitous in society, there is increasing momentum to incorporate it into education. Montessori education is not immune to this push for technology integration. This qualitative study investigates four Upper Elementary Montessori teachers’ attitudes toward technology and technology integration in a public school setting. Interviews and observations were used to understand the teachers’ thoughts and actions regarding technology in the classroom. Both the school context and teacher background played important roles in teachers’ beliefs and actions. Teachers in this study e

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Cox, Jerad. "Tenured Teachers & Technology Integration In The Classroom." Contemporary Issues in Education Research (CIER) 6, no. 2 (2013): 209. http://dx.doi.org/10.19030/cier.v6i2.7730.

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This article explores teachers technology integration in the classroom through 2 means: 1) what researchers are saying about emerging trends and best practices as well as, 2) the authors research assignment regarding the technology integration experiences of longer tenured teachers. More tenured teachers are different than their younger colleague in that they did not receive the same quantity of preservice technology integration instruction as part of their teacher education as their younger counterparts. Four priorities that emerged for educational stakeholders to consider in order to help tr

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Dissertations / Theses on the topic "Classroom Technology Integration"

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Yemothy, Nicole Elizabeth. "Improving Educational Technology Integration in the Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/902.

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Teachers' ability to integrate technology is a topic of growing concern given the importance of technology and 21st century skills readiness in both academics and the global society of 2014. This study investigated the technology integration barriers that educators faced, the training the educators received, and support needs of educators at a large, prominent, 30-year old international school located in Central America offering grades Pre-K 3 to 12. The social learning theory of Bandura, the constructivist theories of Piaget and Dewey, and the technology constructionism of Papert provided the

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Covington, Robert Matthew. "Integrating Technology in the Classroom: Teacher Perspectives." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77316.

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The purpose of this study was, given the elimination of a Type I barrier, to investigate how teachers utilized the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) and what barriers teachers perceive to be present that may inhibit technology are barriers technology integration in the classroom. This qualitative study was designed based on the naturalistic inquiry approach (Lincoln & Guba, 1985). Through purposeful sampling, this study took place in a suburban school division within the U.S. that has eliminated a Type I barrier, technolog

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MADDIN, ELLEN A. "FACTORS THAT INFLUENCE TECHNOLOGY INTEGRATION IN ELEMENTARY INSTRUCTION." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021931835.

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Willmann, Kerri Lynn. "Examining the Integration of Technology in the Early Childhood Classroom." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4114.

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Reading achievement scores in the United States are low and educators need more strategies to support young students in literacy. It is important to identify the technologies and implementation strategies that educators find beneficial for literacy instruction. The purpose of this qualitative study was to investigate perspectives on instructional technology and literacy strategies intended to promote student-centered learning opportunities. The conceptual framework was Bloom's mastery learning, Bransford's anchored instruction, and Piaget's constructivist theory. Each theorist encouraged explo

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Gustafsson, Patrik. "Frameworks for task design and technology integration in the mathematics classroom." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-33361.

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In recent years many teachers and students have begun having good access to digital technology in their classrooms, and in the context of Sweden the majority of secondary schools are known as one-to-one schools, with students having their own computer or tablet. However, the mere presence of technology in the classroom is not a guarantee for improved teaching and learning. In fact, there is a challenge involved with integrating technology in the classroom and many teachers need support. Therefore, the aim of this thesis is to contribute to the knowledge about support for teachers integrating d

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Pavlidis, Philip Michael. "Factors contributing to the integration of computer technology in classroom instruction." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1539618556.

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The purpose of this study was to determine what factors contribute to and what factors inhibit the integration of computer technology in classroom instruction in the middle school setting at selected schools in a central Virginia public school system. Information derived from this study may be used to assist in the planning and decision making process by central office and building level administrators.;The population for this study included teachers from three middle schools in a central Virginia public school system. This school system has demonstrated through the Virginia Standards of Learn

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Orlando, Amy Diane Vaidya Sheila R. "The integration of learning technologies in the elementary classroom : identifying teacher pedagogy and classroom culture /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/489.

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Ramage, David Edward Haslam Elizabeth L. "Digital stories for professional learning : reflection and technology integration in the classroom /." Philadelphia, Pa. : Drexel University, 2007. http://hdl.handle.net/1860/1564.

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Carlson, Shawn M. "An examination of teacher understandings of technology integration at the classroom level." Thesis, University of Southern Maine, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124342.

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<p> The purpose of this dissertation is to describe and understand how teachers describe the changes in their practices as a result of ten years participation in a one-to-one environment. This research study focuses on one successful middle school’s adoption of laptops to support teaching and learning. A qualitative study using interviews of key participants was undertaken with teachers and administrators. The Technological, Pedagogical and Content Knowledge (TPACK) framework was used in conjunction with Rogers’ Diffusion of Innovation framework to understand from the participants&

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Pepe, Theresa Marie. "Teacher Perceptions and Attitudes of Classroom Technology Integration Related to iPad Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1913.

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While professional development on the use of technology in the classroom aids educators to implement new teaching strategies, little is known about teachers' concerns with professional development specifically for adopting mobile technologies like iPads in their classrooms. The purpose of this study was to discover teachers' attitudes and perceptions toward teacher training for integration of the iPad into their classroom instruction. Using a case study approach and the concerns-based adoption model as a framework, this study examined teachers' concerns about their training for using the iPads

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Books on the topic "Classroom Technology Integration"

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Burns, Amy M. Technology integration in the elementary music classroom. Hall Leonard, 2008.

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Cennamo, Katherine. Technology integration for meaningful classroom use: A standards-based approach. Wadsworth, 2010.

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D, Ross John, Ertmer Peggy A, and International Society for Technology in Education., eds. Technology integration for meaningful classroom use: A standards-based approach. Wadsworth, 2010.

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K, Kokula Krishna Hari, ed. Examining Teachers Attitude and Competence Towards Integration of Computer Technology in the Classroom: ICCCEG 2014. Association of Scientists, Developers and Faculties, 2014.

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Brennan, Ann. The application of information and communication technology in the Leaving Certificate applied programme: A case study of curriculum innovation and classroom integration. The Author], 2004.

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L, Lowther Deborah, ed. Integrating computer technology into the classroom. 3rd ed. Pearson/Merrill/Prentice Hall, 2005.

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L, Lowther Deborah, ed. Integrating computer technology into the classroom. 2nd ed. Merrill/Prentice Hall, 2002.

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R, Morrison Gary. Integrating computer technology into the classroom. Edited by Lowther Deborah L, DeMeulle Lisa, and Stollenwerk Debra A. Merrill, 1999.

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Computer education for teachers: Integrating technology into classroom teaching. 6th ed. John Wiley, 2008.

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Computer education for teachers: Integrating technology into classroom teaching. 4th ed. McGraw-Hill, 2002.

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Book chapters on the topic "Classroom Technology Integration"

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Ng, Wan. "Technology Integration and the Flipped Classroom." In New Digital Technology in Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05822-1_7.

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Scalise, Kathleen. "Next Wave for Integration of Educational Technology into the Classroom: Collaborative Technology Integration Planning Practices." In Educational Assessment in an Information Age. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65368-6_14.

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Kumari, Pooja, Suman Deb, and Barnita Debnath. "Integration of BYOD Technology in Traditional Classroom: A Statistical Approach." In Advances in Computational Intelligence, Security and Internet of Things. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3666-3_9.

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Lai, Daniel, Sook Ling Lew, and Shih Yin Ooi. "Proposed Integration of Mobile Interactive System in the Classroom." In Proceedings of Sixth International Congress on Information and Communication Technology. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2377-6_77.

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Shattuck, Gary. "Understanding School Leaders’ Role in Teachers’ Adoption of Technology Integration Classroom Practices." In Educational Media and Technology Yearbook. Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-1516-0_2.

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Maxham, James G., and Elizabeth J. Wilson. "Integration and Assessment of Multimedia Technology in the Principles of Marketing Classroom." In Developments in Marketing Science: Proceedings of the Academy of Marketing Science. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13141-2_29.

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Otunla, Adekunle Olusola, and Joshua Odunayo Akinyemi. "Technology Integration in the Classroom." In Effects of Information Capitalism and Globalization on Teaching and Learning. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6162-2.ch013.

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Increased access to ICT tools and resources has provided opportunities for learning technologies. This chapter focuses on classroom integration of social media among a group of Nigerian graduate students using asynchronous online discussion. The study involved an intact class of 33 participants who were engaged in a threaded discussion for a period of 14 weeks at the College of Medicine, University of Ibadan. A duly validated instrument with reliability co-efficient of 0.85 was used, and data collected were analysed using frequencies and percentages. Results revealed high competency level among the majority (84.8%) in checking, composing, and sending e-mail. Participants were actively engaged in AOD during the period, even though access to the Internet by the majority (63.6%) was through the commercial cyber cafes. The majority (66.7%) actively participated in the AOD, and their opinion was predominantly positive about the perceived impact of AOD. A major barrier to their participation in AOD is limited access to computer and Internet facilities. Therefore, the authors recommend provision of ICT infrastructure within the learning and on-campus residential environments by university administrators for cheaper and unrestricted technology access and that lecturers should become more proactive in technology-driven teaching.

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Limboro, Charity Mukiri, and Ephantus Micheni Kaugi. "Technology Integration in Teacher Education." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1461-0.ch016.

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This study examined the availability of computers and internet in the classroom or elsewhere at teacher colleges, teacher preparation and training in technology integration, as well as trainers' use of technology in classroom instruction. A survey questionnaire was distributed randomly to 63 teacher trainers from three public and one private teacher training college in Kenya. The data was analyzed descriptively using SPSS software. The results indicated that technology integration at the classroom level was too low due to lack of computers and internet access in the classrooms. Teacher trainers were inadequately trained in information and communication technology integration and therefore poorly equipped to integrate technology in the classroom. The study concludes that teacher colleges were not adequately prepared for ICT integration in teaching and learning. It is recommended that teacher colleges' ICT infrastructure be improved and teacher trainers' capacity on ICT integration be developed for the success of the current curriculum reforms.

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Van Haneghan, James P. "The Impact of Technology on Assessment and Evaluation in Higher Education." In Technology Integration in Higher Education. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-147-8.ch016.

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This chapter explores the impact of technology on assessment and evaluation in higher education. The impacts on classroom, program, and organizational assessment are discussed. Both formative and summative assessments in classrooms have been impacted by emerging technologies. However, the impact of many of the technological tools developed by measurement specialists has not been as widespread as one would expect given the age of many assessment technologies. Nevertheless, there remains a great potential for new measurement technologies to significantly improve classroom assessment practices. Technology for organizational assessment has continued to boom in light of the dual push for both accountability and continuous improvement by accreditors. The social impacts and burden of organizational assessment and evaluation are discussed. Overall, it is concluded that in order to evaluate the impact of technology, attention needs to be paid to the consequences of both classroom and organization assessment.

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Hur, Jung Won, and Amy Anderson. "iPad Integration in an Elementary Classroom." In Pedagogical Applications and Social Effects of Mobile Technology Integration. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2985-1.ch003.

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The availability of engaging apps on the iPad and its portability have encouraged many educators to adopt it as a teaching and learning tool in the classroom. However, because iPad integration is new, neither practical guidance nor best practices are yet available. Consequently, the authors integrated 13 iPads into a third grade classroom for a year to facilitate learning while examining how to unlock their full potential. The purpose of this chapter is to present specific elementary-level subject learning lesson ideas for iPads, identifying the advantages and challenges of such integration. They also provide practical tips for mobile technology integration in elementary classrooms.

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Conference papers on the topic "Classroom Technology Integration"

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Ziegel, Melina. "Preparing Teachers for the Challenges of Technology Integration." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2789.

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Technology and the corresponding constructivism are creating an educational agenda where the process of learning is valued at least as highly as the outcome. Since technology entered the classroom, learning goals have expanded from facts and knowledge by subject to intellectual curiosity and a love of learning. Students are engaging in their own meaning-making, or knowledge production, through project-based learning that reflects their interests and abilities rather than solely seeking to meet content area standards. New learning goals for students have greatly altered the role of teachers. Th

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Darsih, Endang, Didi Suherdi, and Safrina Safrina. "Technology Integration in Public Speaking Classroom: Is It Effective?" In International Conference of Science and Technology for the Internet of Things. EAI, 2019. http://dx.doi.org/10.4108/eai.19-10-2018.2281323.

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Khomutova, Tamara. "INTEGRATION OF CULTURE INTO ENGLISH FOR SPECIFIC PURPOSES CLASSROOM." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1823.

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Assalahi, Hussein. "TECHNOLOGY INTEGRATION IN A TERTIARY EFL LANGUAGE CLASSROOM: A NARRATIVE INQUIRY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2322.

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Levin, Douglas R., Art Trembanis, and Rose Petrecca. "Invisible integration of science, technology, engineering and math into the classroom." In OCEANS 2009. IEEE, 2009. http://dx.doi.org/10.23919/oceans.2009.5422183.

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Huifang Bai, Zhaoyang Li, Yanjie Lu, and Weizhi Guo. "Research on situation education of classroom teaching pattern in local college." In 2012 4th Electronic System-Integration Technology Conference (ESTC). IEEE, 2012. http://dx.doi.org/10.1109/estc.2012.6485701.

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Woodgate, Dawn, and Danae Stanton Fraser. "eScience, Science Education and Technology Integration in the Classroom: Some Practical Considerations." In 2006 Second IEEE International Conference on e-Science and Grid Computing. IEEE, 2006. http://dx.doi.org/10.1109/e-science.2006.261071.

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Carabal-Montagud, María Ángeles, Vir Santamarina-Campos, José-Manuel Taroncher-Ballestero, and María Blanca de Miguel-Molina. "INTEGRATION OF SMARTPHONES INTO THE UNIVERSITY CLASSROOM, AS A PEDAGOGICAL STRATEGY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0509.

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Naibaho, Lamhot, Bernadetha Nadeak, Elferida Sormin, and Citra Puspa Juwita. "The Analysis of Code-switching Integration Realization on Students Classroom Performance." In 2nd Annual Conference on blended learning, educational technology and Innovation (ACBLETI 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210615.035.

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Crump, Vanessa, and Julie Sparks. "Game of phones: Integrating mobile technology into science and engineering classrooms." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7971.

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Mobile technologies are ubiquitous in the lives of our students. Rather than seeing the presence of these devices in the classroom as a hindrance or a distraction, educators should embrace the opportunities for greater student engagement, collaboration and useful feedback. This paper reports some uses of mobile technologies in classrooms at UTS Insearch and the responses of science and engineering students. We hope that our reflections will be a useful guide to other educators and suggest simple ways to integrate flipped learning and gamification into undergraduate classrooms. UTS Insearch has

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