Relevant bibliographies by topics / Technology integration in schools

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Technology integration in schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Technology integration in schools"

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Raman, Arumugam, and Raamani Thannimalai. "Importance of Technology Leadership for Technology Integration: Gender and Professional Development Perspective." SAGE Open 9, no. 4 (July 2019): 215824401989370. http://dx.doi.org/10.1177/2158244019893707.

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Technology leadership is being redesigned to accelerate technology integration in schools to develop and sustain the skills needed to produce skilled manpower. Previous studies showed that the factors that prevented leaders and teachers from integrating information and communication technologies (ICT) in schools are lack of ICT training, teacher ICT competency, and access to ICT resources. This shows that there is a gap in technology integration in schools. This study aims to identify the importance of technology leadership for technology integration based on gender and professional development. This is a quantitative study using cross-sectional design. A total of 90 respondents were selected by systematic random sampling from 190 national secondary schools. The importance and performance matrix analysis revealed that professional development had high performance and was an important variable in the prediction of teachers’ technology integration, but gender was not. Thus, school management should give priority to digital age learning culture and digital citizenship constructs to accelerate teachers’ technology integration in schools.
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Kidd, Terry T., and Jared Keengwe. "Technology Integration and Urban Schools." International Journal of Information and Communication Technology Education 6, no. 3 (July 2010): 51–63. http://dx.doi.org/10.4018/jicte.2010070105.

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With the call for educational reform in American public schools, various school districts have embarked on the process of reforming classroom instructional practices through technology to enhance quality education and student learning. This article explores the implications for educational technology practices within the context of urban schools. Additionally, this article highlights the need for administrators, policy makers and other educational stakeholders to reflect on effective ways to eliminate inequities and the gaps that exist between high and low Social Economic Status (SES) schools and teachers related to practices, resources, training, and professional development.
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Soujah, S. "Technology Integration in Schools Is We Overinvested and Underprepared?" International Journal of Information and Education Technology 4, no. 5 (2014): 444–47. http://dx.doi.org/10.7763/ijiet.2014.v4.447.

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Sauers, Nicholas J., and Scott McLeod. "Teachers’ Technology Competency and Technology Integration in 1:1 Schools." Journal of Educational Computing Research 56, no. 6 (June 9, 2017): 892–910. http://dx.doi.org/10.1177/0735633117713021.

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Although school 1:1 computing programs have been around for over 20 years, the literature base on such programs remains sparse. Despite limited research on efficacy and implementation, 1:1 initiatives are increasingly popular in P-12 schools. The impact of these programs is not yet certain. The purpose of this study was to determine the impact that 1:1 schools had on teachers’ technology competency and instructional integration. Propensity score matching was used in order to have similar control (non-1:1) and treatment (1:1) schools in the sample. The final sample included 110 high schools and 922 secondary school teachers in the state of Iowa. Data were collected from public databases as well as from teacher surveys. The final data analysis was conducted using a multilevel model with three separate models for each of the dependent variables (competency and integration). Results indicated that teachers in schools with 1:1 student computing initiatives report higher levels of personal technology competency and classroom integration of learning technologies.
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Mentz, Elsa, and Kobus Mentz. "Managing technology integration into schools." Journal of Educational Administration 41, no. 2 (April 2003): 186–200. http://dx.doi.org/10.1108/09578230310464684.

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Singh, Renu. "Students’ perspectives on technology integration in ELT." Journal of NELTA 24, no. 1-2 (November 30, 2019): 95–106. http://dx.doi.org/10.3126/nelta.v24i1-2.27682.

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Technology integration in English language teaching (ELT) has changed the mode of classroom instruction at school. The use of modern technologies at public secondary schools within Nepal is a big challenge. This study explores students ‘perspectives on technology integration in English language teaching at public secondary schools in Nepal. The study was framed under qualitative research design that used focus group discussion to gather data from the six groups of students in the Kathmandu valley. The thematic analysis of their views under different categories revealed that the ELT with technology integration is a dire need for developing students’ language proficiency. Additionally, the results show that the learners of English as a foreign language (EFL) are aware of the advantages of teaching with technology but the insufficient ICT infrastructure at school and the lack of EFL teachers’ professional skills and knowledge of integrating technology into their daily pedagogical practices are main obstacles of technology integration. The study points out implications for ELT practitioners, researchers, policy makers of ICT in education along with stakeholders.
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Schnellert, Gary, and Jared Keengwe. "Digital Technology Integration in American Public Schools." International Journal of Information and Communication Technology Education 8, no. 3 (July 2012): 36–44. http://dx.doi.org/10.4018/jicte.2012070105.

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This paper explores the literature review on 1:1 laptop initiatives in America’s digital schools and school district efforts to integrate technology into classroom instruction to maximize student learning. The findings indicate that the much needed instructional integration has not kept pace with the increase in available instructional technology tools. Therefore, there is need for school districts to focus on appropriate technology development activities that could help teachers and students to overcome the barriers in technology integration. Further, school leaders must make sure that the technology integration practices translate to proactive laptop implementation to enhance effective student-centered learning in the digital age.
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Ghavifekr, Simin, and Seng Yue Wong. "Technology Leadership in Malaysian Schools." International Journal of Asian Business and Information Management 13, no. 2 (July 2022): 1–18. http://dx.doi.org/10.4018/ijabim.20220701.oa3.

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Education 4.0 is the answer to the global needs for the advanced integration of humans and technology. Leading school’s technology utilization can be the way forward to support education 4.0 realization. This study aims to investigate the effects and roles of principals’ technology leadership towards teachers’ ICT utilization and students’ academic performance in secondary schools in Selangor, Malaysia. This empirical study uses a set of questionnaires to gather information from respondents who are in the teaching profession. A total of 310 questionnaires were completed and analyzed. The findings have shown significant positive impacts between the effects of the technology leadership roles of principals on teachers’ effective ICT utilization and students’ academic performance. The integration of ICT and technological tools in schools has a great challenge towards the new era of the Education 4.0 system. This suggests that principals who embrace technology will effectively lead their schools to acquire educational resources to enhance student engagement and learning.
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Okendo, Ogoti Evans. "Teachers’ Perceptions on Integration of Information Communication Technology in Teaching and learning in Secondary Schools in Uasin Gishu County, Kenya." International Journal of Social Sciences and Humanities Invention 5, no. 5 (May 27, 2018): 4754–58. http://dx.doi.org/10.18535/ijsshi/v5i5.16.

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The purpose of the study was to establish teachers’ perception on integration of information communication technology in teaching and learning in secondary schools in Uasin Gishu County. The study was guided by the Minimalism theory. The study utilized ex post facto research design. The target population included all private and public secondary schools in Uasin Gishu County and all teachers in private and public secondary schools in the county. Stratified and simple random sampling procedures were to select the respondents for the study. The study utilized questionnaire and observation schedules for data collection. The study concluded that most of teachers in public and private secondary schools in Uasin Gishu County had favorable perceptions of availability of ICT infrastructure in their school, The study further concluded that both private and public secondary teachers in Uasin Gishu County had favorable perceptions of availability of plans for ICT integration in teaching in their school and that there is a significant relationship between public and private secondary teachers mean perception scores on ICT integration in Uasin Gishu County. the study recommended that the county Government of Uasin Gishu should provide ICT infrastructure in both private and public secondary schools and The principals and school managers in Uasin Gishu County should develop ICT integration plans at the school level which should inform the process of integrating the same in classroom teaching and learning.
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Meier, Ellen B. "Situating Technology Professional Development in Urban Schools." Journal of Educational Computing Research 32, no. 4 (June 2005): 395–407. http://dx.doi.org/10.2190/5kcq-5vkq-380x-jynd.

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The Center for Technology and School Change (CTSC) is a research and development center specializing in professional development, evaluation and technology integration research. The goal of the qualitative research reported in this article was to identify factors that strengthen the integration of technology in classrooms in ways that are consistent with larger school improvement themes. The data collected from numerous sources, including the university facilitators and the 100 New York teacher participants with whom they worked in 2003–2004, were analyzed to determine patterns related to the design and delivery of technology professional development. Three concrete themes emerged: the need to understand and address specific teacher concerns in the process of designing technology-integrated curriculum; the value of demonstrating technology's role in assessing student understanding; and the significance of engaging content experts to help teachers address content and pedagogical issues in the technology integration process. These themes inform the larger theoretical framework that underpins the work of the Center.
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Dissertations / Theses on the topic "Technology integration in schools"

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Chebbi, Tarek. "Technology professional development for principals : impact on the integration of technology in elementary schools." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/2122.

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The use of technology in schools is no longer the topic of educational debates, but how to ensure that technology is used effectively continues to be the focal point of discussions. The role of the principal in facilitating the successful integration of technology in the school is well established. To that end, the Florida Department of Education implemented the FloridaLeaders.net: a three-year professional development project in technology for school administrators. The purpose of this study was to investigate the effectiveness of this professional development project on integrating technology in elementary schools. The study compared a group of schools whose principals have participated in the FloridaLeaders.net (FLN) program with schools whose principals have not participated in the program. The National Technology Standards for School Administrators and the National Technology Standards for Teachers were used as the framework to assess technology integration. The sample consisted of three groups of educators: principals (n = 47), media specialists (n = 110), and teachers (n = 167). Three areas of technology utilization were investigated: a) the use of technology in management and operations, b) the use of technology in teaching and learning, and c) the use of technology for assessment and evaluation. Analyses of variances were used to examine the differences in the perceptions and use of technology in each of the three areas, among the three groups of educators. The findings indicated that the difference between FLN and non-FLN schools was not statistically significant in most of the technology indicators. The difference was however significant in two cases: a) The use of technology for assessment and evaluation, and b) The level of technology infrastructure in FLN schools. Additionally, all FLN and non-FLN groups reported the need for technology training for teachers to provide them with the necessary "know-how" to effectively integrate technology into the classrooms. T hese findings would indicate that FloridaLeaders.net was not effective in integrating technology in schools over and above other current efforts. It is therefore concluded that the FLN project had some favorable impact but had not met all of its stated objectives.
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Weathersbee, Julia Catherine. "Impact of technology integration in public schools on academic performance of Texas school children /." View online, 2008. http://ecommons.txstate.edu/arp/272.

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Garcia, Luz Elena. "Integration of Technology in Colombian Schools: Case Study of Three Schools in the Atlantico Department." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275672168.

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Calhoun, Kelly J. "Superintendent change leadership strategies associated with successful technology integration in public school districts /." La Verne, Calif. : University of La Verne, 2004. http://0-www.umi.com.garfield.ulv.edu/pqdweb?did=813768981&sid=1&Fmt=2&clientId=11819&RQT=309&VName=PQD.

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Ames, Clarence W. M. "Teacher perceptions of factors influencing technology integration in k-12 schools." Thesis, Utah State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10246612.

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Advancements in technology often make life easier, make processes easier, and increase efficiency. While this is true as much in the public school system as it is in other aspects of life, technology integration initiatives often struggle in K-12 schools. In its first year of implementation, one statewide technology initiative targeting personalized learning for mathematics resulted in significantly improved proficiency in mathematics for students with high technology usage, but over 90% of students had low usage. This year, which is year two of the initiative, I went into some of the classrooms in the Junior High with the highest technology usage to better understand what facilitates successful technology integration. Data were collected from six teachers and one administrator through interviews and observations. I also looked at factors such as change management, learning environment, and student motivation in order to understand the relationship of these factors to teacher perceptions of factors that influence technology integration. Though many influential factors emerged that all seemed highly interrelated, the most common theme that emerged across all factors was that letting teachers show each other how to use the technology to make life easier and improve learning for students may result in higher levels of technology integration.

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Noonan, Andrea. "Middle School Teachers' Technology Integration." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5916.

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Although school districts have invested heavily in technology for teachers and students, the problem of inconsistent technology integration permeated a local school district. In order to create a 21st century learning environment for students, teachers must integrate technology with curriculum and evidence-based teaching practices. The purpose of this case study was to investigate current middle school teachers' technology integration in a suburban school district in North Dakota, Midwest Public Schools (pseudonym). Technological Pedagogical Content Knowledge (TPACK) was used as a conceptual framework to guide the study. This study focused on exploration of current teacher practice in regard to technology integration and the perceived support they currently receive to do so. A case study research design was used, and data collection included interviews and classroom observations of 10 middle school teachers to determine current technology integration practices and explore the barriers for integration and teachers' perceived support in this endeavor. The 10 participants were chosen based on content area, grade level, and years of experience. The data were analyzed using thematic coding followed by an open coding process based on the TPACK framework constructs. Teachers are using technology in their instruction at varying levels. Overall, the case showed a strong indication of TCK and lower results in the area of student technology use. The results provided information for administrators in the district regarding additional training for teachers based on their current technology integration and perceived barriers of implementation in the classroom. Social change implications for this study involve an increased awareness of technology integration for teachers and administrators. Classroom teachers in this local district as well as districts across the nation could benefit from improved practice using technology to be able to learn and work in the complex school and work environments.
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Hawman, Michael W. (Michael William). "Strategies for successful technology integration." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10546.

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Bello, Aderonke Abosede. "Impact of Technology Interventions on Student Achievement in Rural Nigerian Schools." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/113.

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Increasing technology intervention in rural schools is still a herculean task, especially with the lack of adequate infrastructures and limited resources. The purpose of this quantitative, causal comparative study was to determine the impact of technology interventions on student achievement in rural Nigerian schools. The study explored the differences in student achievement in mathematics and English between technology and nontechnology schools and established a relationship between teachers' level of technology implementation and student achievement. The convenience sample comprised 2,369 examination scores in mathematics and English of Senior Secondary Level 2 (SS2) students and purposive sampling of 34 teachers who participated in an online survey. Data were analyzed using multivariate analysis of variance (MANOVA), the level of technology implementation (LoTi) framework, and Pearson's correlation coefficient test. The results showed significant differences in student achievement between technology and nontechnology schools. However, the LoTi framework results indicated a low level of technology implementation in classroom instruction and no significant relationship between teachers' technology integration and student performance. Thus, the mere presence of technology seems to have more impact on student grades than the ways in which teachers use it. This study is resource material for stakeholders in education to ascertain the technology that worked best, teachers' professional development, and other infrastructures, prior to the deployment of technology interventions. The results could be useful for increasing teachers' technology integration and improving student performance, thereby leading to positive social change.
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Boykin, Kendra M. "Professional development practices in literacy and technology integration at socioeconomically different schools." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539618665.

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Socioeconomically disadvantaged and African American students consistently perform lower on literacy assessments that measure reading and writing achievement than their dominant culture peers. The changing nature of literacy itself is making this literacy problem even more challenging. Competencies for interacting in digital contexts, identified as new literacies, are necessary to effectively read, write, and communicate using the Internet and other information and communication technologies [ICTs]. According to extant literature, African Americans and socioeconomically disadvantaged students are more likely than their dominant culture peers to use digital technologies to build traditional literacy (Au, 2006; Harwood & Asal, 2007).;Teachers have an important role in providing all students with the technological experiences that will allow them to be literate in the 21st century (IRA, 2009). The changing nature of literacy underscores the importance of professional development for literacy and technology integration (Karchmer, 2001; Watts-Taffe & Gwinn, 2007). The purpose of this study was to understand how and why teachers may engage students from a socioeconomically disadvantaged school with a predominately African American student population in different digital technological literacy experiences than students from a more socioeconomically advantaged school with a large percentage of African American students. The study focused especially on the roles professional development may play in creating students' inequitable experiences with new literacies.;Examined through the lens of Kincheloe and McLaren's (2005) reconceptualized critical theory: hegemony and ideology, this research study discovered educational practices, including professional development about literacy and technology integration, that have possible roles in reproducing inequalities in education.
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Walz, Loretta Jean. "The artful struggle for the integration of computers in schools." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1311.

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Books on the topic "Technology integration in schools"

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Cases on educational technology integration in urban schools. Hershey, PA: Information Science Reference, 2012.

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Ambrose, Shirley C. Information technology training in schools: A case study of integration. Guildford: University of Surrey, Departments of Educational Studies and Mathematical and Computing Sciences, 1995.

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

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name, No. An investigation of the integration of information and communication technology into Canadian schools and classrooms. Ottawa, Ont: Canadian Teacher's Federation, 2003.

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Herbert, Doering Aaron, ed. Integrating educational technology into teaching. 6th ed. Boston: Pearson/Allyn and Bacon Publishers, 2013.

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Kay, Montgomery Paula, ed. Beyond the book: Technology integration into the secondary school library media curriculum. Englewood, Colo: Libraries Unlimited, 2000.

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Evaluating technology integration in the elementary school: A step by step guide. Eugene, Or: International Society for Technology in Education, 1993.

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1976-, Sherman Robert S., ed. Science and science teaching: Methods for integrating technology in elementary and middle schools. 2nd ed. Boston: Houghton Mifflin, 2004.

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Jarrett, Denise. Integrating technology into middle school mathematics. Portland, Or: Northwest Regional Educational, 1998.

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Jarrett, Dennis. Integrating technology into middle school mathematics. [Portland, Or.]: Northwest Regional Educational Laboratory, 1998.

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Book chapters on the topic "Technology integration in schools"

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Davies, Randall S., and Richard E. West. "Technology Integration in Schools." In Handbook of Research on Educational Communications and Technology, 841–53. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_68.

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Brejcha, Lacy. "May Technology Integration and High(er) Tech Materials." In Makerspaces in School, 148–67. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236351-11.

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Abas, Zoraini Wati. "Implementation of computers in Malaysian schools: problems and successes." In Integrating Information Technology into Education, 151–58. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34842-1_15.

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Adrian, Molly, and Aaron R. Lyon. "Social Media Data for Online Adolescent Suicide Risk Identification: Considerations for Integration Within Platforms, Clinics, and Schools." In Technology and Adolescent Mental Health, 155–70. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69638-6_12.

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i Albalat, Jordi Quintana, and Ferran Ruiz i Tarragó. "Interpreting internal school factors on the educational integration of IT." In Integrating Information Technology into Education, 159–67. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34842-1_16.

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Morin, Danielle, Jennifer D. E. Thomas, Janette Barrington, Linda Dyer, and Maria Boutchkova. "The “Clicker” Project: A Scholarly Approach to Technology Integration." In Real Learning Opportunities at Business School and Beyond, 97–107. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2973-7_7.

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Kidd, Terry T., and Jared Keengwe. "Technology Integration and Urban Schools." In Advancing Education with Information Communication Technologies, 244–56. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-468-0.ch020.

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With the call for educational reform in American public schools, various school districts have embarked on the process of reforming classroom instructional practices through technology to enhance quality education and student learning. This article explores the implications for educational technology practices within the context of urban schools. Additionally, this article highlights the need for administrators, policy makers and other educational stakeholders to reflect on effective ways to eliminate inequities and the gaps that exist between high and low Social Economic Status (SES) schools and teachers related to practices, resources, training, and professional development.
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Tamim, Rana. "Technology Integration in UAE Schools." In Information Systems Applications in the Arab Education Sector, 23–38. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1984-5.ch002.

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Research has supported the assumption that computer technology is beneficial for students’ performance. Nevertheless, knowing that technology is beneficial is not sufficient on its own where teachers remain the key stakeholders in the success of the process. Teachers need to be aware of various issues, challenges, and ethical aspects when using technology for teaching, with such aspects being alleviated further in a young country with a conservative society such as the UAE. The chapter offers an overview of the Net Generation and computer technologies’ impact on student performance. It provides a briefing about the United Arab Emirates (UAE) and its educational system while highlighting formal initiatives launched by the government to support the educational reform and introduction of technology into the K-12 classroom. Finally, the chapter presents preliminary findings from a research study that investigates teachers’ perceptions about technology integration and their current practices in a UAE private school.
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Austin, Mike. "Integration of Design and Technology." In Association of Architecture Schools in Australasia. University of Technology, Sydney, 2007. http://dx.doi.org/10.5130/aab.r.

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Washington, Tamika. "Lack of Technology in Urban Schools." In Cases on Educational Technology Integration in Urban Schools, 21–23. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-492-5.ch006.

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Many times in urban schools, computers and learning software are either at a shortage or simply do not exist. In schools like that, the ratio of students to computers can be as high as 20 to one. This case study compares the learning technology resources and opportunities accessible to William and Terrance, two cousins who attended 4th grade in two different school districts.
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Conference papers on the topic "Technology integration in schools"

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Chaaban, Youmen, and Maha Ellili-Cherif. "TECHNOLOGY INTEGRATION IN EFL CLASSROOMS: A STUDY OF QATARI INDEPENDENT SCHOOLS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0392.

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Sawhney, Deepti. "Technology integration in Indian schools using a value-stream based framework." In 2016 IEEE Region 10 Humanitarian Technology Conference (R10-HTC). IEEE, 2016. http://dx.doi.org/10.1109/r10-htc.2016.7906787.

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Ramaila, Sam. "TECHNOLOGY INTEGRATION IN NATURAL SCIENCES TEACHING AND LEARNING IN SOUTH AFRICAN TOWNSHIP SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end022.

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This study examined technology integration in Natural Sciences teaching and learning in South African township schools. A mixed method approach was adopted as part of an exploratory descriptive survey design. Data was collected through semi-structured interviews, classroom observations as well as administration of open-ended survey questionnaire. The study involved purposively selected grade 9 Natural Sciences teachers and learners as participants. The empirical investigation is underpinned by technological pedagogical content knowledge (TPACK) as the underlying theoretical framework. The participants demonstrated a positive disposition about technology integration in Natural Sciences teaching and learning. In particular, technology integration was perceived to provide opportunities for the enhancement of meaningful Natural Sciences teaching and learning in township schools. Digital resources were largely viewed as essential educational tools that can be deployed to demystify abstract scientific concepts with a view to enhance scientific literacy. Theoretical implications for technology-enhanced teaching and learning are discussed.
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Kurent, Primoz. "Integration of the future technologies to high schools and colleges." In 2017 40th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2017. http://dx.doi.org/10.23919/mipro.2017.7973541.

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Němejc, Karel. "THE EFFECTIVENESS OF INTEGRATION OF EDUCATIONAL TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES AT SECONDARY SCHOOLS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1144.

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Li, Guijie, Peng Sun, and Dan Li. "Integration of Information Technology into Biology Teaching in China Rural Junior Schools: Practice and Reflections." In 2013 International Conference on Educational Research and Sports Education. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/erse.2013.55.

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Suraweera, Theekshana, Amanadee Wickramasena, Thilochana Jayalath, and Sachin Ariyadasa. "Teacher attitude and ICT integration in the class room: Case of sri lankan schools." In 2017 6th National Conference on Technology and Management (NCTM). IEEE, 2017. http://dx.doi.org/10.1109/nctm.2017.7872827.

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Khalo, Xolani. "EXPLORING INFORMATION AND COMMUNICATION TECHNOLOGY INTEGRATION IN LIFE SCIENCES TEACHING IN RURAL SCHOOLS IN SOUTH AFRICA." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0622.

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Dalvit, Lorenzo. "THE RED AND THE BLUE: NARRATIVES AND EXPERIENCES OF ICT INTEGRATION IN SOUTH AFRICAN MARGINALISED SCHOOLS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2246.

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Stalvey, RoxAnn, Cynthia Hall, and John T. Maruhn. "SCRATCHING THE SURFACE: INTEGRATING COMPUTER SCIENCE INTO MIDDLE SCHOOLS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0249.

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Reports on the topic "Technology integration in schools"

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Nebiat Solomon, Robin Vieira, William L. Manz, Abby Vogen, Claudia Orlando, and Kimberlie A. Schryer. Energy Smart Schools--Applied Research, Field Testing, and Technology Integration. Office of Scientific and Technical Information (OSTI), December 2004. http://dx.doi.org/10.2172/859088.

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Kate Burke. ENERGY SMART SCHOOLS - APPLIED RESEARCH, FIELD TESTING, AND TECHNOLOGY INTEGRATION. Office of Scientific and Technical Information (OSTI), January 2004. http://dx.doi.org/10.2172/821138.

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Frank Bishop. ENERGY SMART SCHOOLS - APPLIED RESEARCH, FIELD TESTING, AND TECHNOLOGY INTEGRATION. Office of Scientific and Technical Information (OSTI), January 2003. http://dx.doi.org/10.2172/822033.

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Frank Bishop. ENERGY SMART SCHOOLS APPLIED RESEARCH, FIELD TESTING, AND TECHNOLOGY INTEGRATION. Office of Scientific and Technical Information (OSTI), April 2003. http://dx.doi.org/10.2172/822363.

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Xu, Tengfang, and Mary Ann Piette. Baseline information development for energy smart schools -- applied research, field testing and technology integration. Office of Scientific and Technical Information (OSTI), August 2004. http://dx.doi.org/10.2172/838176.

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Tom, Henry. Technology integration workshop:. Gaithersburg, MD: National Institute of Standards and Technology, 1991. http://dx.doi.org/10.6028/nist.ir.4703.

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Clagg, Robert A., Richard L. Detrani, Billy L. Burnside, and Dorothy L. Finley. Integration of Training Development Among Schools and Distributed Training Environments. Fort Belvoir, VA: Defense Technical Information Center, December 1999. http://dx.doi.org/10.21236/ada371931.

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Näslund-Hadley, Emma, Alison Elías, Eduardo Café, and Haydée Alonzo. Schools at a Crossroad: Integration of Migrant Students in Belize. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002855.

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Buneman, Peter, S. Davidson, and V. Tannen. Extending Database Integration Technology. Fort Belvoir, VA: Defense Technical Information Center, July 1999. http://dx.doi.org/10.21236/ada384411.

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Dempsey, Terri L. Handling the Qualitative Side of Mixed Methods Research: A Multisite, Team-Based High School Education Evaluation Study. RTI Press, September 2018. http://dx.doi.org/10.3768/rtipress.2018.mr.0039.1809.

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Abstract:
Attention to mixed methods studies research has increased in recent years, particularly among funding agencies that increasingly require a mixed methods approach for program evaluation. At the same time, researchers operating within large-scale, rapid-turnaround research projects are faced with the reality that collection and analysis of large amounts of qualitative data typically require an intense amount of project resources and time. However, practical examples of efficiently collecting and handling high-quality qualitative data within these studies are limited. More examples are also needed of procedures for integrating the qualitative and quantitative strands of a study from design to interpretation in ways that can facilitate efficiencies. This paper provides a detailed description of the strategies used to collect and analyze qualitative data in what the research team believed to be an efficient, high-quality way within a team-based mixed methods evaluation study of science, technology, engineering, and math (STEM) high-school education. The research team employed an iterative approach to qualitative data analysis that combined matrix analyses with Microsoft Excel and the qualitative data analysis software program ATLAS.ti. This approach yielded a number of practical benefits. Selected preliminary results illustrate how this approach can simplify analysis and facilitate data integration.
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