Middle School Teachers and Technology: Examining the integration of iPad Technology into middle school teacher disciplinary and instructional practices
Many schools are beginning to adopt one-to-one computing with the goal of developing students’ 21st century skills, which allow students to learn not only content but also acquire critical skills (e.g.creativity, collaboration, and digital literacy) that will lead to future careers (Pellegrino & Hilton, 2012). Technology offers teachers the ability to transform the quality of instruction – to achieve a more student-centered learning environment, have more differentiated instruction, and develop problem or project based learning, and demand higher order thinking skills (Penuel, 2006). Additionally, technology integration, specifically mobile one-to-one technology, into the classroom offers many benefits to student learning. According to Lipponen (2002), technology can enhance peer interaction and group work, facilitate knowledge sharing, and distribute knowledge and expertise among the learning community.
By having technology used on a daily basis in the classroom, teachers are improving their practice as well as their students’ learning and knowledge advancement. Researchers (e.g. Keengwe, Schnellert, & Mills, 2012) have demonstrated that technology integration is essential to meet this goal, however the existing technology infrastructures are often insufficient to develop the desired outcomes of these implementations (Greaves, Hayes, Wilson, Gielniak, & Peterson, 2012). Many current classroom teachers have yet to incorporate technology into their teaching practices. Currently, there has been little research (e.g. Fleisher, 2012; Greaves et al., 2012) that examines teacher appropriation of the tablets into their pedagogy. Teachers often do not understand or have the time to spend learning about the functionality of the devices.
Using a design based research methodology, the researchers will work with collaborating teachers in middle school classrooms to develop pedagogies that integrate iPad technology into content and curriculum. The design will emerge and evolve in conjunction with teacher's observations of student learning and collaborationg teachers' reflective practice,
interviews, classroom observations, surveys and classroom artifacts.
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Minshew, L., Caprino, K., Anderson, J.L., and Justice, J.E. (2014). Teacher Efficacy in 1:1 Tablet Integration. Presented at the Society for Technology and Teacher Education, Jacksonville, Florida, March 2014. Outstanding Paper Award
Bean, M., Minshew, L.M., Horner, M.V., Bolick, C., Anderson, J., & Justice, J. (2014) No Dusty Textbooks Needed: iPadagogy in the Social Studies Classroom. To Be Presented at the National Conference of Social Studies, Boston, MA. November 21-23, 2014.
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