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Journal articles on the topic 'Technology integration in schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

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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3

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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4

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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6

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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Daling, Rudy F. "Proposed Recommendations in Implementing Information and Communication Technology ICT Integration in Schools’ Curriculum." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 2736–42. http://dx.doi.org/10.31142/ijtsrd15764.

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Gülbahar, Yasemin. "Technology planning: A roadmap to successful technology integration in schools." Computers & Education 49, no. 4 (December 2007): 943–56. http://dx.doi.org/10.1016/j.compedu.2005.12.002.

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13

Lee, Jeffrey Chih-Yih, and Paul Sparks. "Three Hurdles to Technology Integration: A Case Study of Technology Integration in Bungamati." Journal of NELTA 18, no. 1-2 (May 2, 2014): 105–14. http://dx.doi.org/10.3126/nelta.v18i1-2.10334.

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Integrating technology in education is an extraordinary challenge in rural villages of developing countries like Nepal. Since greater understandings of the circumstances surrounding teachers and schools could illuminate issues and opportunities for positive change, a case study of the telecenter in Bungamati, Nepal was conducted. Data, in the form of interviews, observations and related documents, were gathered and analyzed to highlight and understand the local hurdles for integrating technology in teaching. Findings were threefold: teachers lack technology integration skills; informal learning was the preferred way to learn technology; and males had greater access to technology. In this study, the researcher has drawn the following conclusions: a) teachers need technology access and training, b) administrators need a framework for integration, c) informal learning should be considered and promoted and d) there is a clear need for gender equity. Furthermore, suggestions for future studies include a need for informal learning, the use of the TPACK (Technological, Pedagogical, and Content Knowledge)framework for integration technology and more research in the area of teacher training with technology in other developing countries. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10334 Journal of NELTA, Vol 18 No. 1-2, December 2013; 105-114

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14

Edelberg, Thomas. "Emphasizing Technology Over Instruction: Adapting a 20-Year-Old Survey to Examine the Climate of K–12 Instructional Technology Leadership in Public School Districts." Journal of School Leadership 30, no. 3 (November 7, 2019): 257–74. http://dx.doi.org/10.1177/1052684619884783.

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Current research on computer technology integration in K–12 school classrooms indicates that student learning outcomes remain flat despite heavy investment. Examining school leadership conceptions about technology integration might reveal a way to reverse this trend. This study adapts a survey instrument from Brush and Bannon and applies it to Indiana school district superintendents. Key findings indicate respondents perceive developing technology goals and plans for a school district, providing instructional support, and integrating technology into a core curriculum are very important for instructional technology leadership, but educational experiences and credentials are less important. However, respondents from school districts with smaller student enrollments and who report having little or no knowledge of instructional technology tend to view educational experiences and credentials more highly than respondents from larger schools and who report being very knowledgeable. Implications are that superintendents tend to emphasize the technology-use aspect of instructional technology leadership over instructional proficiencies.

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Dexter, Sara, and Emily A. Barton. "The development and impact of team-based school technology leadership." Journal of Educational Administration 59, no. 3 (April 6, 2021): 367–84. http://dx.doi.org/10.1108/jea-12-2020-0260.

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PurposeThe authors tested the efficacy of a team-based instructional leadership intervention designed to increase middle school mathematics and science teachers' use of educational technologies for multiple representations of content to foster students' conceptual understandings. Each school's leadership team comprised an administrator, a technology instructional specialist role, and a mathematics and a science teacher leader.Design/methodology/approachThe authors tested the intervention in a quasi-experimental design with five treatment and five matched comparison schools. Participants included 48 leadership team members and 100 grade 6–8 teachers and their students. The authors analyzed data using two-level, nested multiple regressions to determine the effect of treatment on leaders' practices; leaders' practices on teachers' learning and integration; and teachers' learning and integration on students' learning. Leaders and teachers completed monthly self-reports of practices; students completed pre- and post-tests of knowledge in science and math.FindingsSignificant treatment effects at the leader, teacher and student levels establish the efficacy of this team-based approach to school leadership of an educational technology integration innovation. Leaders at treatment schools participated in a significantly higher total frequency and a wider variety of leadership activities, with large effect sizes. Teachers participated in a significantly wider variety of learning modes focused on technology integration and integrated technology significantly more frequently, with a wider variety of technologies, all with moderate effect sizes. Students in treatment schools significantly outperformed students in comparison schools in terms of science achievement but not in mathematics.Research limitations/implicationsThe overall sample size is small and the approach to participant recruitment did not allow for randomized assignment to the treatment condition. The authors tested the influence of treatment on leader practices, on teacher practices, and on student achievement. Future work is needed to identify the core components of treatment that influence practice and investigate the causal relationships between specific leaders' practices, teacher practices and student achievement.Originality/valueThis study establishes the efficacy of a replicable approach to developing team-based instructional leaders addressing educational technology. It contributes to the knowledge base about how district leaders and leadership educators might foster school leaders' instructional leadership, and more specifically technology leadership capacity.

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Abdul Rauf, Ahmad, and Suyansah Suwanto. "Attitudes and Technology Integration among ESL Secondary School Teachers in Sabah." Malaysian Journal of Social Sciences and Humanities (MJSSH) 5, no. 12 (December 2, 2020): 280–87. http://dx.doi.org/10.47405/mjssh.v5i12.566.

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Technology integration in teaching and learning activities has become one of the debatable issues among educators in recent years, especially since many countries have invested a large portion of their yearly budgets on technologies in education. As one of the developing countries, Malaysia has also spent millions and planned many programs and strategies to increase the technology integration level of teachers in schools. Despite that, the level of technology integration among teachers in Malaysia still needs a lot of improvement, especially in teachers' attitudes. This study examined English as a Second Language (ESL) teachers’ attitudes towards the use of technology in the teaching of English at secondary schools in Sabah. This is crucial to assist in planning for any future programs or trainings by the relevant authorities. The study applied quantitative method and used cluster sampling to choose participants which comprised 100 of ESL secondary school teachers in Sabah Findings of the study disclosed that ESL secondary school teachers in Sabah have positive beliefs and attitudes towards technology integration.

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Hixon, Emily, and Janet Buckenmeyer. "Revisiting Technology Integration in Schools: Implications for Professional Development." Computers in the Schools 26, no. 2 (June 15, 2009): 130–46. http://dx.doi.org/10.1080/07380560902906070.

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Yurtseven Avci, Zeynep, Laura M. O'Dwyer, and Jordan Lawson. "Designing effective professional development for technology integration in schools." Journal of Computer Assisted Learning 36, no. 2 (October 31, 2019): 160–77. http://dx.doi.org/10.1111/jcal.12394.

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Khlaif, Zuheir, Fatih Gok, and Bochra Kouraïchi. "How teachers in middle schools design technology integration activities." Teaching and Teacher Education 78 (February 2019): 141–50. http://dx.doi.org/10.1016/j.tate.2018.11.014.

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Nuruddin, Mochammad, and Rahmat Agus Santoso. "Model of Integrated Vocational School (SMK) Products in Gresik Regency." Engineering Management Research 5, no. 2 (June 30, 2016): 8. http://dx.doi.org/10.5539/emr.v5n2p8.

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<p>The main goal of this study is to do needs and potential analysis of products in each vocational school in Gresik regency that is expected to create products integration based on the excellence of vocational secondary schools, thus it is necessary to sustain ably design an identification concept of potency and integration model. By using the design of Research and Development some necessary steps taken into account: a) identification of vocational high schools (SMK), b) SWOT analysis, c) cluster analysis, d) mapping of vocational high schools (SMK). The second stage (consolidation and integration), consists of the following activities: a) vocational high schools (SMK) grouping, b) designing a model of integration, c) conducting consolidation among related parties, d) implementing synergistic product integration. The results of the identification of Vocational High School (SMK) potency in Gresik based on the clusters that are formed in the effort of realizing a model design of integration products in Vocational High School (SMK) which refers to the spectrum of field, program and science package, hence two kinds of alternative product integration, namely 1) The product integration of Technology and Engineering field spectrum, Automotive Engineering program and Light Vehicle Engineering science package. 2) Product integration of the spectrum of Information and Communication Technology science field, Computer Engineering and Informatics science program and Computer Engineering and Network science package, so that the integration model of product which is formed needs synergetic a pattern of integration by the (3) related parties in order to produce excellent local product of Gresik regency, the synergetic integration model pattern will run optimally when each party has a high commitment to the creation of local superior products generated by Vocational High School in Gresik regency in order to face the era of global markets which can be realized through the integration of Vocational High School products.</p>

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Mundy, Marie-Anne, and Lori Kupczynski. "A Qualitative Study of Technology Integration into Culture and Sustainability in Schools." ISRN Education 2013 (April 9, 2013): 1–6. http://dx.doi.org/10.1155/2013/967610.

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Despite overall increased access to technology both in and out of the classroom, technology is often still not being used to support learning and instruction in a meaningful manner. Teachers need to be helped to change the way they teach rather than just how to use computers. The TeachUp! Program was designed by Digital Opportunity Trust to improve the use of technology in day-to-day teaching activities through the use of interns who are present in the schools as a continuous support system and who provide an informal professional development. Interns examine types of technology available and how it can be utilized as a part of the design and implementation of the curriculum to extend the existing student knowledge and learning. Purposive samples from two school districts in southern Mississippi were selected to be interviewed on their perceptions of the integration of TeachUp! technology empowerment into the ongoing culture and operation of the schools, long-term systematic change, and improvement in education outcomes. According to the respondents, the TeachUp! Program has had a major sustaining effect on the respective school systems in these areas. The climate of the learning environment has evolved into a true 21st century learning organization with an increase in the use of technology.

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Sucipto, Sucipto, Ervin Kusuma Dewi, Nalsa Cintya Resti, and Indyah Hartami Santi. "Improving The Performance of Alumni Achievement Assessment by Integrating Website-Based Tracer Study Information Systems and Telegram API." TEKNIK 41, no. 1 (May 4, 2020): 72–77. http://dx.doi.org/10.14710/teknik.v41i1.25307.

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It is the mission of Vocational High School (SMK) education in Indonesia to produce highly competitive and skilled graduates. One standard for evaluating the success of vocational education is assessing the achievements of alumni. The evaluation process can be carried out with programmed alumni tracking activities or commonly known as tracer studies. However, the implementations of tracer studies that have been carried out by vocational schools in Kediri are still using the manual method. These conditions make the school find many obstacles in the implementation of tracer studies. Some schools have used technology with e-mail applications but have financial constraints. This research aims to improve the performance of assessing the alumni achievement of Vocational Schools in Kediri by integrating the website-based tracer study information system with social media Telegram API. Usability testing that gave 4.83 of 5 scales has shown that the integration can improve the performance and benefits of an application compared to the application before integration

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Keengwe, Jared, and Grace Onchwari. "Fostering Meaningful Student Learning Through Constructivist Pedagogy and Technology Integration." International Journal of Information and Communication Technology Education 7, no. 4 (October 2011): 1–10. http://dx.doi.org/10.4018/jicte.2011100101.

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While national statistics cite a remarkable improvement in technology tools and access to the Internet in most schools across the nation, many teachers are not integrating these tools into their instruction in ways that support and maximize student learning. Additionally, many teachers entering the workforce are far more likely to use computers for personal purposes rather than in the classroom (Keengwe, 2007; Keengwe & Onchwari, 2009). Consequently, there is need to motivate, train, and equip teachers with the skills, knowledge, and pedagogical framework to effectively teach with technology tools. This article reviews the constructivist pedagogical framework and the critical issues related to technology integration in schools. This article advocates the need for teachers to embrace constructivist teaching strategies to enhance meaningful teaching and learning in modern technology-rich classrooms.

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MacKinnon, Gregory, and Paula MacKinnon. "Technology Integration in the Schools of Guyana: A Case Study." Computers in the Schools 27, no. 3-4 (December 17, 2010): 221–46. http://dx.doi.org/10.1080/07380569.2010.523884.

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Raman, Arumugam, and Som Binti Shariff. "Relationship Between Technology Leadership, ICT Facility, Competency, Commitments Towards Effectiveness of School Mangement Tasks in Schools." PEDAGOGIA: Jurnal Pendidikan 7, no. 1 (September 9, 2018): 4. http://dx.doi.org/10.21070/pedagogia.v7i1.1292.

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Previous studies more engaged to the level of technology leadership and the characteristics of technological leadership practiced by leaders in the school, while the factors of a more comprehensive which include facilities for ICT, competence, and commitment of teachers in the practices of applying ICT in the management which contributes a great impact on the management duties of teachers in schools has not been studied in Malaysia. The purpose of this study is to identify whether there is a positive relationship between technology leadership, ICT facilities, competence, commitment and practice of applying ICT teachers with effective management duties of teachers in schools using ICT. This quantitative study involves 370 teachers in secondary schools in the Kedah state which were selected randomly. The findings from the analysis of the study using the smartPLS show that there is a significant relationship between the leadership of technology by principals in school and the effectiveness of teacher-management tasks using computers in management tasks. Leadership that practices high technology leadership features will have a positive impact on the effectiveness of ICT integration within the organization. Further study can be conducted with integrating UTAUT model to identify critical factors that contributing technology leadership in schools.

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Dawson, Christella, and Glenda C. Rakes. "The Influence of Principals’ Technology Training on the Integration Of Technology into Schools." Journal of Research on Technology in Education 36, no. 1 (September 2003): 29–49. http://dx.doi.org/10.1080/15391523.2003.10782401.

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Heath, Marie K., and Pamela Segal. "What pre-service teacher technology integration conceals and reveals: “Colorblind” technology in schools." Computers & Education 170 (September 2021): 104225. http://dx.doi.org/10.1016/j.compedu.2021.104225.

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Alghasab, Maha Bader, Anaam Alfadley, and Amel M. Aladwani. "Factors Affecting Technology Integration in EFL Classrooms: The Case of Kuwaiti Government Primary Schools." Journal of Education and Learning 9, no. 4 (June 19, 2020): 10. http://dx.doi.org/10.5539/jel.v9n4p10.

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Previous Computer Assisted Language Learning (CALL) research has shown that technology is beneficial for promoting language learning, but some teachers neither use technology as an assisted tool nor integrate it into their language classrooms. It has also been argued that the integration of technology has been unsuccessful in Kuwait. This study aims to explore the factors influencing teachers’ use of technology in English as a foreign language (EFL) classroom in Kuwaiti government primary schools. More specifically, it aims to highlight factors promoting and hindering EFL teachers’ use of technology. For the purpose of this study, 55 questionnaire responses were collected from different primary school teachers in Kuwait, followed up with 15 semi-structured interviews. The study findings show that Kuwaiti primary school EFL teachers who participated in the current study demonstrated positive attitudes towards using technology and acknowledged the implementation of some cutting-edge technologies in their classrooms. Enhancing students’ language learning, innovation and school support were the main factors that encouraged the participating teachers to use technology. Other factors hindered the use of technology; particularly those related to lack of parental support, personal expenses and health problems, teachers’ lack of skills and training, poor classroom infrastructure, and time constraints/workload. The findings also reveal that the lack of professional development training workshops provided by the Ministry of Education led the Kuwaiti teachers to rely more on informal training in which they worked and learnt together with their colleagues in small sub-groups to improve their use of technology. The study findings have implications for policymakers and other stakeholders intending to integrate technology in Kuwaiti primary schools.

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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 (June 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 classroom. We assessed teachers’ perceptions of their technology integration by building a research model for sustainable technology integration in an underserved area in South Korea. For this, we included four aspects of teachers’ perceptions: the frequency of technology integration, the effort toward instructional practices, student change, and continuance intention. Data were gathered via a self-administered online survey with a sample of teachers who are participating in a smart school program and were analyzed using partial least squares structural equation modeling. The findings of the study show that teachers in smart classrooms are motivated to continue technology integration when they experience positive changes among students after employing smart classroom technologies. The research findings can contribute to the efforts of educators, scholars, and policy-makers to pursue sustainable development in underserved area schools.

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Zehra, Rida, and Anam Bilwani. "Perceptions of Teachers Regarding Technology Integration in Classrooms: A Comparative Analysis of Elite and Mediocre Schools." Journal of Education and Educational Development 3, no. 1 (June 4, 2016): 1. http://dx.doi.org/10.22555/joeed.v3i1.709.

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The primary purpose and objective of this study was to examine and compare the perceptions of teachers in elite and mediocre schools in Karachi. The secondary objectives included comparing the use of technology in classrooms by teachers and the challenges and barriers that they face in the integration of technology. This study was designed as a small-scale exploratory pilot study using the qualitative approach to address the research questions. To achieve the objectives, eight teachers from eight different schools of Karachi were surveyed through email. Four of these schools fell in the category of elite schools, while the other four fell in the category of mediocre schools. The research instrument was a self-developed open-ended questionnaire, which that was emailed to the research participants. The results of the study revealed key insights into the use of technology, perceptions of teachers towards the use of technology, and various barriers that they face in technology integration in the classrooms. The study found that the perceptions and attitudes of teachers of both elite and mediocre schools were favourable towards technology integration; however, due to lack of resources, especially in mediocre schools, implementation of technology in classrooms was a challenge.

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Ata, Rıdvan, Kasım Yıldırım, Pelin İpek, and Umut Can Ataş. "Technology Integration of Turkish Elementary School: Teaching Literacy Skills in the Post-COVID-19 Era." European Educational Researcher 4, no. 2 (June 15, 2021): 193–207. http://dx.doi.org/10.31757/euer.424.

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This research aimed to explore the elementary school classroom teachers’ perceptions of technology integration into teaching literacy skills. A total of 122 elementary school classroom teachers working at different elementary schools from the middle socioeconomic status setting, enrolled in the study voluntarily. In this study, a self-report questionnaire developed by the researchers was used. The data was analyzed using Microsoft Excel spreadsheet to get descriptive statistics (frequencies) corresponding the research questions. The research findings indicated that most of the elementary school teachers employ different perspectives, including whole language, literature-based and balanced instruction, and curriculum and related textbooks to teach literacy skills. In addition, the findings showed that teachers use technology to increase the effectiveness of teaching literacy skills and their goals of technology integration to teach literacy skills differentiate. The teachers also benefit from the social media applications and professional organizations in increasing their awareness of technology integration into teaching literacy skills. These results expand our understanding of Turkish elementary school classroom teachers’ technology integration into teaching literacy skills by revealing their perceptions.

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Mohammed, Datu, Qurotul Aini, Dedeh Supriyanti, Sulistiawati Sulistiawati, and Mey Anggraeni. "Assimilate The Qur'an's View with Science and Technology Perspectives." Aptisi Transactions on Technopreneurship (ATT) 3, no. 1 (March 31, 2021): 42–47. http://dx.doi.org/10.34306/att.v3i1.141.

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Integration in the education of Muslims has become an agenda among Islamic intellectuals and activists. Where secular humanism and atheistic modernism leave Muslims with a legacy of educational dichotomy. Many contemporary Islamic educational institutions have been established since then, each with some distinctive integration models. Many Muslims advance the true integration of the Qur'an worldview in the Science and Technology curriculum whose students are at a critical stage of cognitive development, affective, spiritual, social, and ethical. This research presents qualitative reports that analyze several samples of integration models in a number of Islamic schools in Indonesia. In an effort to understand the Science and Technology Perspective this article assesses the worldview that has brought science and technology to its current stage. This research proposes a model for Islamic school education in which science and technology undergo thoughtful but holistic reconstruction, reinterpretation, and diversion of frameworks, and are organically infused with the Qur'an, and enrich 'Islamic studies' with good grounding and Science.

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Kenttälä, Veera, and Marja Kankaanranta. "Building ground for flexible use of educational technology." Information Technology, Education and Society 17, no. 1 (July 1, 2020): 21–40. http://dx.doi.org/10.7459/ites/17.1.03.

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Technology has been available for use in schools for several decades. Nevertheless many schools and teachers are still pondering issues related to integration of Information and Communication Technology (ICT) into education. While ICT is used in classroom education, integration of technology into teaching and learning has not yet been achieved. This study analyzes the barriers to educational technology use and what measures are taken to overcome them. Digitalisation is not merely a question of providing equipment, but rather a change in ways of thinking and learning, and the support offered to teachers should take this into consideration.

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Morocco, Catherine Cobb, and Judith M. Zorfass. "Technology and Transformation: A Naturalistic Study of Special Students and Computers in the Middle School." Journal of Special Education Technology 9, no. 2 (December 1988): 88–97. http://dx.doi.org/10.1177/016264348800900204.

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This article describes the EDC/TERC Middle School Technology Integration Project, which is investigating how technology is integrated into language arts and mathematics curricula, and its impact on mainstreamed mildly handicapped students. Over 3 years, EDC/TERC will build a model of technology integration by holistically studying four diverse school districts as they expand computer use Based on assumptions that technology integration is evolutionary and dynamic and studying it requires outside intervention, EDC/TERC has adopted a naturalistic perspective. The research approach includes 10 features: natural setting, grounded theory, emergent design, interactive researchers, intervention/analysis, qualitative procedures, case study method, triangulation of data, negotiation of results, and multiple reporting modes. The resulting model will encompass relationships between critical variables emerging from the diverse sites, the different pathways schools follow to integrate technology, and interim outcomes reflecting stages within the process.

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Ghavifekr, Simin, and Wan Athirah Wan Rosdy. "Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools." International Journal of Research in Education and Science 1, no. 2 (March 2, 2015): 175. http://dx.doi.org/10.21890/ijres.23596.

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Pires, Elisabete, and Fernando Moreira. "The Integration of Information and Communication Technology in Schools. Online Safety." Procedia Technology 5 (2012): 59–66. http://dx.doi.org/10.1016/j.protcy.2012.09.007.

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Liu, Yuliang, and Zsuzsanna Szabo. "Teachers’ attitudes toward technology integration in schools: a four‐year study." Teachers and Teaching 15, no. 1 (February 2009): 5–23. http://dx.doi.org/10.1080/13540600802661295.

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Raymond, Jill A. "The Integration of Children Dependent on Medical Technology Into Public Schools." Journal of School Nursing 25, no. 3 (April 10, 2009): 186–94. http://dx.doi.org/10.1177/1059840509335407.

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Christensen, Rhonda, Koos Eichhorn, Sarah Prestridge, Dominik Petko, Henk Sligte, Rowland Baker, Ghaida Alayyar, and Gerald Knezek. "Supporting Learning Leaders for the Effective Integration of Technology into Schools." Technology, Knowledge and Learning 23, no. 3 (August 6, 2018): 457–72. http://dx.doi.org/10.1007/s10758-018-9385-9.

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Chaaban, Youmen, and Maha Ellili-Cherif. "Technology integration in EFL classrooms: A study of Qatari independent schools." Education and Information Technologies 22, no. 5 (November 5, 2016): 2433–54. http://dx.doi.org/10.1007/s10639-016-9552-3.

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Ginger, Lucia, and Irene Govender. "Using Actor Network Theory to Understand ICT Integration in Secondary Schools." International Journal of Technology and Human Interaction 17, no. 4 (October 2021): 58–74. http://dx.doi.org/10.4018/ijthi.2021100104.

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The aim of this study is to understand the effective implementation and use of technology in secondary schools in Mozambique, a developing country. Actor network theory (ANT) was used as a lens to understand technology integration in the education system as a package, in which the mutual dependence between the social and technical is highlighted. Maputo province in Mozambique was chosen as the site for this research. Both qualitative and quantitative data approaches were employed. The findings revealed that technology implementation in secondary schools is a dynamic process which is impacted either positively or negatively by the surrounding contextual situation. The study emphasizes that the role of non-human actors such as the ICT curriculum guide, the time-table and the schools' basic infrastructure, and its relationship with human actors, such as the heads of schools, teachers, and students, is gradually shaped by technology and its related network entities.

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Swanson, Michael, Abey Kuruvilla, and Sebastian Kapala. "Optimal Pathways for Technology Integration Towards Blended Learning." International Journal of Information Systems and Social Change 12, no. 2 (April 2021): 16–26. http://dx.doi.org/10.4018/ijissc.2021040102.

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This case study offers an information technology perspective of a school's transition from a traditional learning environment to a blended learning environment in a non-traditional setting. The blended learning environment changes how a school utilizes technology and aligns the school goals to meet all students' individual needs. Specifically, the paper focuses on the technology integration pathways taken by this non-traditional school. It discusses the process of strategic planning, network infrastructure evaluation, implementation, and results.

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Milla, Asli Cazorla, Ozge Kurt, and Leonardo Jose Mataruna-Dos-Santos. "User Perceptions of Technology Integration in Schools: Evidence from Turkey’s Fatih Project." International Journal of Education and Practice 7, no. 4 (2019): 430–37. http://dx.doi.org/10.18488/journal.61.2019.74.430.437.

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Maddux, Cleborne D., and D. LaMont Johnson. "Information Technology, Type II Classroom Integration, and the Limited Infrastructure in Schools." Computers in the Schools 22, no. 3-4 (December 2005): 1–5. http://dx.doi.org/10.1300/j025v22n03_01.

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Gobbo, Camilla, and Marta Girardi. "Teachers' beliefs and integration of information and communications technology in Italian schools." Journal of Information Technology for Teacher Education 10, no. 1-2 (July 2001): 63–85. http://dx.doi.org/10.1080/14759390100200103.

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Howard, Sarah K., and Kate Thompson. "Seeing the system: Dynamics and complexity of technology integration in secondary schools." Education and Information Technologies 21, no. 6 (July 25, 2015): 1877–94. http://dx.doi.org/10.1007/s10639-015-9424-2.

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Çoklar, Ahmet Naci, and Işıl Kabakçı Yurdakul. "Technology Integration Experiences of Teachers." Discourse and Communication for Sustainable Education 8, no. 1 (June 1, 2017): 19–31. http://dx.doi.org/10.1515/dcse-2017-0002.

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AbstractTeachers are important providers of educational sustainability. Teachers’ ability to adapt themselves to rapidly developing technologies applicable to learning environments is connected with technology integration. The purpose of this study is to investigate teachers’ technology integration experiences in the course of learning and teaching processes. In doing so, qualitative research methods have been applied. The participants of the study were four teachers of different subject fields who work at a public secondary school in 2015–2016 school years and regard themselves as competent in technology integration. The study results indicated that the teachers took a teacher-centered stand in technology integration and the teachers’ most prominent reasons to start technology integration were the search for quality in education. Also the teachers, as IT school teachers, reported receiving support from close friends, the Ministry of National Education (MoNE), and online resources. The problems that the teachers faced in the processes of technology integration were mostly related to issues connected with the access to technology and technology proficiency.

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Dianti, Rahma, and Yunani Atmanegara. "THE IMPLEMENTATION OF ICT-INTEGRATED ELT ACROSS CURRICULUM 2013 IN SENIOR HIGH SCHOOLS IN PALEMBANG." English Community Journal 2, no. 2 (January 29, 2019): 217. http://dx.doi.org/10.32502/ecj.v2i2.1314.

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Infusing technology into English Language Teaching can contribute positive impacts toward students’ learning if it is integrated in such a way. Curriculum 2013 proposes the integration of Information Communication Technology into instructional practices. This study investigatedwhether or not the teachers of English integrated ICT into their ELT; described about how ICT was implemented in ELT; and explored the obstacles faced by the teachers of English in implementing ICT. This study surveyed ten state Senior High Schools in Palembang. Twelve teachers of English and 200eleventh grade students participated in this study chosen by using purposive samplingtechnique. In gathering the data, questionnairewas administered. The results showed that most English teachers and students integrated ICT in their classroom. ICT was implemented as instructional tools to facilitate English learning in the classroom. However, they still faced some obstacles in integrating ICT into ELT. School supports became the main factor hindering ICT implementation at schools.

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Axelrod, Saul. "Integrating behavioral technology into public schools." School Psychology Quarterly 8, no. 1 (1993): 1–9. http://dx.doi.org/10.1037/h0088827.

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Thannimalai, Raamani, and Arumugam Raman. "The Influence of Principals' Technology Leadership and Professional Development on Teachers’ Technology Integration in Secondary Schools." Malaysian Journal of Learning and Instruction 15, no. 1 (June 2018): 201–26. http://dx.doi.org/10.32890/mjli2018.15.1.8.

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