Examining the Technology Integration Planning Cycle Model of Professional Development to Support Teachers’ Instructional Practices

2018 ◽  
Vol 120 (10) ◽  
pp. 1-44
Author(s):  
Amy C. Hutchison ◽  
Lindsay Woodward
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Professional Learning ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Digital Tools ◽  
Instructional Planning ◽  
Cycle Model ◽  
Planning Cycle ◽  
Integration Planning

Background Presently, models of professional development aimed at supporting teachers’ technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage with digital tools, a situative model that supports building teachers’ knowledge within their classrooms is needed. Purpose of Study The purpose of this study was to examine how teachers’ instructional planning and delivery, as well as their perceptions of their proficiency with technology integration, changed when they participated in a model of technology-focused professional development titled the Technology Integration Planning Cycle Model of Professional Development. The researchers also examined the relationship between students’ (N = 1,335) digital literacy skills and teachers’ participation in the Technology Integration Planning Cycle Model of Professional Development. Program The TIPC Model of PD comprised whole-group professional development sessions, long-range planning, access to instructional coaches, professional learning communities, digital tool resources, observations with reflections, and a comprehensive project website. Research Design This mixed-methods study combined numerous quantitative and qualitative data sources and data analysis techniques to answer the research questions. Pre- and posttest comparisons were used to examine changes in students’ digital literacy skills and changes in teachers’ perceptions of their pedagogical expertise for integrating digital technology. Daily diaries, classroom observations, interviews, and field notes were analyzed to understand the role of the professional development in teachers’ instructional planning and their perceptions of their proficiency. Findings Results indicate that students in classrooms with participant teachers performed significantly better on a digital literacy assessment, the Survey of Internet Use and Online Reading, than did control group students. Selective exposure to digital tools, professional learning communities, and opportunities for reflection were the most transformative elements of this model for teachers. Teachers were better prepared to envision their roles in the classroom and the purposes for integrating technology because of the TIPC framework. Conclusions The results of this study provide important implications for professional development, particularly in regard to (1) providing a model in which to ground discussion and application of technology integration; (2) situating digital tools within context-driven instruction; and (3) using multiple modes of teacher engagement.

Using the Technology Integration Planning Cycle to Select Digital Tools for Virtual Instruction

2021 ◽  
pp. 109-125
Author(s):  
Lindsay Woodward ◽  
Beth Beschorner
Keyword(s):  
Decision Making ◽  
Technology Integration ◽  
Digital Tools ◽  
Learning Goals ◽  
Reading And Writing ◽  
Virtual Instruction ◽  
Planning Cycle ◽  
Integration Planning ◽  
Supporting Teachers ◽  
Specific Learning

This chapter explores the use of the Technology Integration Planning Cycle (TIPC) for supporting teachers' decision-making as they plan virtual instruction. The TIPC is designed to support teachers in evaluating the possible contributions of digital tools to instruction that facilitates meeting specific learning goals. The use of the TIPC to support pre-service teachers, in-service teachers, and in professional development settings is discussed. Then, examples of a teacher using the TIPC as she plans virtual reading and writing instruction illustrate the potential of the TIPC to support effective virtual instruction. Finally, issues of access, equity, and safety related to use the TIPC are discussed.

scholarly journals Modeling and Scaffolding the Technology Integration Planning Cycle for Pre-service Teachers: A Case Study

2020 ◽  
Vol 8 (4) ◽  
pp. 330
Author(s):  
Kristi Bergeson ◽  
Beth Beschorner
Keyword(s):  
Technology Integration ◽  
Digital Tools ◽  
Methods Course ◽  
Digital Tool ◽  
Guided Practice ◽  
Difficult Time ◽  
Literacy Methods ◽  
Planning Cycle ◽  
Integration Planning

This case study explored pre-service teachers’ (PSTs) efforts to consider the integration of digital technology as they learned to use their developing TPACK to plan literacy instruction. PSTs were introduced to the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014) to support their learning. They observed modeling of the TIPC in practice, participated in group work, and discussed meaningful technology integration. The findings suggest that PSTs: (a) used new knowledge of digital tools to plan instruction, (b) could align their pedagogy to their use of a digital tool, and (c) believed that integrating technology was important. Further, four of the PSTs were observed during their field experience. Each used digital tools to support literacy goals. However, based on reflections from the overall group of PSTs in their literacy methods course, PSTs also felt overwhelmed by the selection of a digital tool that would support a literacy goal, struggled to know how to overcome obstacles, and had a difficult time using technology in a way that enhanced their literacy goal. The current findings add to the existing literature on using the TIPC with PSTs by describing a process of providing PSTs with modeling, scaffolding, and opportunities for guided practice.

Engaging Teachers in a Digital Learner-Centered Approach to Support Understanding Foundational Literacy

2020 ◽  
pp. 284-306 ◽  
Author(s):  
Beth Beschorner ◽  
Lindsay Woodward
Keyword(s):  
Technology Integration ◽  
School Level ◽  
High School Level ◽  
Learner Centered ◽  
Rural Settings ◽  
Planning Cycle ◽  
Integration Planning ◽  
Reading Endorsement ◽  
Work Samples ◽  
K 12

This chapter describes a graduate level course that is required for the state's reading endorsement and is offered entirely online. The course emphasizes recent research, issues, teaching methods, and new materials in reading at the K-12 level and was intentionally designed as a learner-centered environment using the Technology Integration Planning Cycle. Students in the course (n = 38) were practicing teachers at the elementary, middle, or high school level in a wide range of urban, suburban, or rural settings. The instructor's use of the Technology Integration Planning Cycle to create a learner-centered environment and the teachers' work samples throughout the course are described. Finally, implications for teacher education are discussed.

scholarly journals Reimagining Professional Development for Digital Literacies: Old, New and Pandemic

2021 ◽  
Vol 23 (2) ◽  
pp. 49-60
Author(s):  
Suzanna Wong ◽  
Linda Laidlaw ◽  
Yina Liu
Keyword(s):  
Professional Development ◽  
School Districts ◽  
Teacher Development ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Professional Associations ◽  
Literacy Skills ◽  
Development Models ◽  
Literacy Teaching ◽  
Digital Skills

During the COVID-19 pandemic teachers have been expected to learn new digital literacy skills, often applying them immediately. While professional development structures within school districts and professional associations are organized to offer supports, teachers may be challenged to gain digital skills within existing professional development models. Within our study, teachers explored technologies with the aim of rethinking frames for teaching and learning literacy. Following the start of the COVID-19 pandemic they shared their experiences, insights and challenges. In our article, we address implications for digital literacy teaching and learning and the need for new ways of approaching teacher development.

scholarly journals Opinions of academicians on digital literacy: A phenomenology study

2020 ◽  
Vol 15 (3) ◽  
pp. 469-478 ◽  
Author(s):  
Ezgi Pelin Yildiz
Keyword(s):  
Digital Literacy ◽  
Structured Interview ◽  
Literacy Skills ◽  
Digital Tools ◽  
Analysis Method ◽  
Data Collection Tool ◽  
Related Concept ◽  
Learning To Read ◽  
Content Analysis Method ◽  
New Generation

Social media has become an indispensable part of our lives in recent days, in which a new concept has emerged. This concept is Digital Literacy. We can define digital literacy as the ability to produce information using digital technologies. Digital literacy skills are among the most important skills that individuals should have in our age. Today, children are introduced to digital tools and started to use, before learning, to read and write. According to the researches, teachers and/or academics are not able to keep up with this digital progress of the new generation, but they fall behind. In this context, teachers and/or academics are expected to use digital tools effectively and have digital literacy skills in order to keep up with the digital transformation. The aim of this study is to apply the opinions of academicians about the concept of digital literacy which is rapidly entering our lives and to reveal the level of awareness about the related concept. Phenomenology design, one of the qualitative research methods, was used in the study. Phenomenology is a research design that is used to reveal cases that we are aware of but we do not have in-depth knowledge of it. For research purposes, the sample of the research consists of 10 academicians working as lecturers in various departments with a Vocational School of Technical Sciences of a university in Turkey. As a data collection tool, Semi-Structured Interview Form on Digital Literacy developed by Kozan (2018) was used with the permission of the researcher. In the context of the conceptualisation of the collected data, the thematic content analysis method was used. At the end of the study, it was revealed that all of the academicians who are working in the study group are familiar with the concept of digital literacy and they are ready to participate in the training to be given to them by relevant institutions and organisations.   Keywords: Digital literacy, Academics, 0pinion, Phenomenology Study.

scholarly journals Investigating Pre-Service Early Childhood Education Teachers’ Technological Pedagogical Content Knowledge (TPACK) Competencies Regarding Digital Literacy Skills and Their Technology Attitudes and Usage

2019 ◽  
Vol 8 (1) ◽  
pp. 249 ◽  
Author(s):  
Dilek Altun
Keyword(s):  
Early Childhood ◽  
Technology Integration ◽  
Digital Literacy ◽  
Early Childhood Teachers ◽  
Literacy Skills ◽  
Comprehension Strategies ◽  
Online Reading ◽  
Reading Comprehension Strategies ◽  
Integration Of Technology ◽  
Online Reading Comprehension

The integration of technology into education is a substantial issue for supporting and updating teachers’ professional development in today’s world and bringing up digitally literate generations and well-educated human capital. Studies have shown that technology integration in education is a complex and multidimensional issue. TPACK transcends the triad of core knowledge types and comprises the basis for the effective integration of technology into teaching. Therefore, the present study sought to understand the contribution of the technology attitudes and usage, digital literacy skills, and online reading comprehension strategies in pre-service early childhood teachers’ TPACK competencies. The participants in the study were 481 voluntary pre-service early childhood teachers (female=398, male=83). The data were collected as a cross-sectional survey. The study findings revealed that pre-service teachers’ TPACK competencies are associated with their technology attitude and usage, digital literacy skills, and online reading comprehension strategies, as well as that the variables explained 38% of the variance. However, pre-service teachers’ grade level and GPA are not related to their self-reported TPACK competencies. These findings can be seen as signals of the necessity for theoretical knowledge and practice to be developed in pre-service teachers’ technology integration in education.

Tapping into Digital Literacy with Mobile Devices

2009 ◽  
pp. 436-456 ◽  
Author(s):  
Mark van‘t Hooft
Keyword(s):  
Mobile Devices ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Learning Activities ◽  
Digital Tools ◽  
Full Potential ◽  
Educational Activities ◽  
Pedagogical Changes ◽  
Wireless Mobile

This chapter describes the use of wireless mobile devices for teaching and learning, and their impact on digital literacy. Following a brief description of these digital tools for education, a sampling of short narratives is used to illustrate what types of educational activities are possible above and beyond what is possible without them, what pedagogical changes need to be made to effectively integrate wireless mobile devices in teaching and learning activities, how these devices can be adapted to harness their full potential as ubiquitous devices for teaching and learning, and how digital literacy skills influence and are being influenced by this technology. The ultimate goal of this chapter is to provide evidence of the potential that wireless mobile devices have for teaching and learning.

Computer-Driven Technologies for Effective Teaching in K-12 Classrooms in Nigeria

2020 ◽  
pp. 328-343
Author(s):  
Oluwakemi Olurinola
Keyword(s):  
Professional Development ◽  
Developing Countries ◽  
Technology Integration ◽  
Effective Teaching ◽  
21St Century ◽  
Present Situation ◽  
Diverse Learners ◽  
Digital Tools ◽  
The World ◽  
K 12

The world is changing and so is the educational sector. The major driver of this change is technological advancements, so it is imperative that educators investigate ways to prepare students to fit into the 21st century technology-driven workforce by adopting digital alternatives to the pens and books that still dominate present-day classroom resources, especially in developing countries. This chapter discusses the importance of computer-driven technologies in teaching. In doing so, this chapter highlights the present situation of technology integration in schools in Nigeria and the challenges teachers face in their use of classroom technologies. It is the author's opinion that teachers have a responsibility to pursue personal professional development in addition to whatever kind of training provided on the job. This chapter intends to help educators learn how to leverage free digital tools to support and meet the needs of diverse learners in the classroom.

Multilingual Writing in Digital World

2021 ◽  
pp. 84-101
Author(s):  
Maha Alawdat
Keyword(s):  
Digital Literacy ◽  
Literacy Skills ◽  
Digital Tools ◽  
Digital Writing ◽  
Writing Classes ◽  
Digital World ◽  
Multilingual Writing ◽  
Students Attitudes ◽  
The Impact ◽  
Supporting Teachers

This chapter examines teachers' practices and strategies while using digital tools for writing. The chapter argues that when teachers use digital writing, they need to change their teaching strategies in order to ease their students' writing tasks. It also highlights the purposes of integrating digital tools for the writing classes and the challenges they face while adapting digital writing. The data are collected from teachers who work at schools, colleges, and universities, through a survey generated by Google forms. The findings show that integrating suitable digital tools requires mastering the use of technologies by supporting teachers' digital literacy skills before integrating them into classes to overcome any emerging challenges. This is to reinforce students to improve their writing levels. The chapter suggests more extended studies to examine students' attitudes and experiences with using digital tools and the impact of coronavirus pandemic on education.

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