The Potential of Directed Instruction to Teach Effectively Technology Usage
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Published
Oct 14, 2016
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Abstract
Currently, teacher educational systems tend to develop their teacher’s knowledge to effectively integrate technology in teaching. Consequently, numerous studies have attempted to describe strategies, models and approaches to develop teachers’ knowledge for teaching with technology. However, most teachers are still following their traditional teaching methods regarding their cultural, individual and situational conditions. While teaching technology in traditional form and separated from pedagogy and content has already shown its failure in many studies, this study suggests an advanced directed instruction teaching model for preparing teachers for teaching with technology. In this study, directed instruction teaching model offers a step-by-step process to individually guide pre-service teachers how to infuse the appropriate technology for teaching the selected content. Subsequently, Technological Pedagogical Content Knowledge (TPACK) is selected to define and measure technology integration. The result of this study demonstrated that participating teachers learned technology integration in the new directed setting as well as a constructivist setting. In particular, this study pointed out how the suggested directed instructional teaching model could be easily situated in the traditional setting and helped non-constructivist teacher educators in collaborative or individual learning. Keywords: Teacher education, instructional technology, directed instruction , TPACK, technology integration
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HOSSEINI, Zahra.
The Potential of Directed Instruction to Teach Effectively Technology Usage.
World Journal on Educational Technology: Current Issues, [S.l.], v. 8, n. 3, p. 172-179, oct. 2016.
ISSN 1309-0348.
Available at: <http://sproc.org/ojs/index.php/wjet/article/view/553>. Date accessed: 02 dec. 2017.
doi: https://doi.org/10.18844/wjet.v8i3.553.
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References
References
Angeli, C., & Valanides, N. (2008). TPCK in pre-service teacher education: Preparing primary education students to teach with technology. Paper presented at the Annual Meeting of the American Educational Research Association New York City, March 24-28, 2008.
Cradler, J., Freeman, M., & McNabb, M. L. (2002, September). Research implications for preparing teachers to use technology. Learning & Leading with Technology, 30(1), 50-55.
Flick, L., & Bell, R. (2000). Preparing Tomorrow’s Science Teachers to Use Technology: Guidelines for Science Educators. Contemporary Issues in Technology and Teacher Education [Online serial], 1(1), 39-60.
Hosseini, Z., & Tee, M. Y., (2012). Conditions Influencing Development of Teachers’ Knowledge for Technology Integration in Teaching. Proceeding of International Conference of Advanced Information System, E- Education & Development (ICAISED 2012). 7-8 February 2012
Han, S., & Bhattacharya, K. (2001). Piaget and cognitive development. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt
Ikpeze, C. H. (2009). Integrating technology in one literacy course: Lessons learned. Journal of Literacy and Technology, 10(1), 2-39.
Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762.
Lee, K. (2002). Effective teaching in the information era: Fostering an ICT-based integrated learning environment in schools. Asian Pacific Journal of Teacher Education and Development, 5(1), 21-45.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Niess, M. L. (2006). Guest editorial: Preparing teachers to teach mathematics with technology. Contemporary Issues in Technology and Teacher Education, 6(2), 195-203.
Niess, M. L., Suharwoto, G., Lee, K., & Sadri, P. (2006, April 7-11). Guiding In-service Mathematics Teachers in Developing TPCK. Paper presentation for the American Education Research Association Annual Conference, San Francisco, CA. (Conference Presentation).
Reeve, R. (2008). Technological Pedagogical Content Knowledge and the Context: An Integrated Model. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 5310-5312). Chesapeake, VA: AACE.
Sivin-Kachala, J., & Bialo, E. (2000). 2000 research report on the effectiveness of technology in schools (7th Ed.). Washington, DC: Software and Information Industry Association.
Tee, M. Y., & Lee, S. S. (2011). From socialisation to internalisation: Cultivating technological pedagogical content knowledge through problem-based learning. Australasian Journal of Educational Technology, 27(1).
Vrasidas, C., & McIsaac, M. (2001). Integrating technology in teaching and teacher education: Implications for policy and curriculum reform. Educational Media International, 38(2/3), 127-132.
Wang, T. (2009). Rethinking teaching with information and communication technologies (ICTs) in architectural education. Teaching and Teacher Education, 25,1132–1140.
Willis, J. (2001). Foundational assumptions for information technology and teacher education. Contemporary Issues in Technology and Teacher Education, 1(3), 305-320.
Angeli, C., & Valanides, N. (2008). TPCK in pre-service teacher education: Preparing primary education students to teach with technology. Paper presented at the Annual Meeting of the American Educational Research Association New York City, March 24-28, 2008.
Cradler, J., Freeman, M., & McNabb, M. L. (2002, September). Research implications for preparing teachers to use technology. Learning & Leading with Technology, 30(1), 50-55.
Flick, L., & Bell, R. (2000). Preparing Tomorrow’s Science Teachers to Use Technology: Guidelines for Science Educators. Contemporary Issues in Technology and Teacher Education [Online serial], 1(1), 39-60.
Hosseini, Z., & Tee, M. Y., (2012). Conditions Influencing Development of Teachers’ Knowledge for Technology Integration in Teaching. Proceeding of International Conference of Advanced Information System, E- Education & Development (ICAISED 2012). 7-8 February 2012
Han, S., & Bhattacharya, K. (2001). Piaget and cognitive development. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt
Ikpeze, C. H. (2009). Integrating technology in one literacy course: Lessons learned. Journal of Literacy and Technology, 10(1), 2-39.
Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762.
Lee, K. (2002). Effective teaching in the information era: Fostering an ICT-based integrated learning environment in schools. Asian Pacific Journal of Teacher Education and Development, 5(1), 21-45.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Niess, M. L. (2006). Guest editorial: Preparing teachers to teach mathematics with technology. Contemporary Issues in Technology and Teacher Education, 6(2), 195-203.
Niess, M. L., Suharwoto, G., Lee, K., & Sadri, P. (2006, April 7-11). Guiding In-service Mathematics Teachers in Developing TPCK. Paper presentation for the American Education Research Association Annual Conference, San Francisco, CA. (Conference Presentation).
Reeve, R. (2008). Technological Pedagogical Content Knowledge and the Context: An Integrated Model. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 5310-5312). Chesapeake, VA: AACE.
Sivin-Kachala, J., & Bialo, E. (2000). 2000 research report on the effectiveness of technology in schools (7th Ed.). Washington, DC: Software and Information Industry Association.
Tee, M. Y., & Lee, S. S. (2011). From socialisation to internalisation: Cultivating technological pedagogical content knowledge through problem-based learning. Australasian Journal of Educational Technology, 27(1).
Vrasidas, C., & McIsaac, M. (2001). Integrating technology in teaching and teacher education: Implications for policy and curriculum reform. Educational Media International, 38(2/3), 127-132.
Wang, T. (2009). Rethinking teaching with information and communication technologies (ICTs) in architectural education. Teaching and Teacher Education, 25,1132–1140.
Willis, J. (2001). Foundational assumptions for information technology and teacher education. Contemporary Issues in Technology and Teacher Education, 1(3), 305-320.