Pre-service Teachers’ Use of a Technology Integration Planning Cycle: A Case Study

2016 ◽  
Vol 4 (4) ◽  
pp. 258 ◽  
Author(s):  
Beth Beschorner ◽  
Jerrid Kruse
Keyword(s):  
Technology Integration ◽  
Planning Cycle ◽  
Integration Planning

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.

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.

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.

Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

RELC Journal ◽  
2021 ◽  
pp. 003368822098178
Author(s):  
Anisa Cheung
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Technology Integration ◽  
Online Teaching ◽  
Pedagogical Beliefs ◽  
Structured Interviews ◽  
Online Mode ◽  
Using Data ◽  
Synchronous Online

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

scholarly journals Priority Setting in the Provincial Health Services Authority: Case Study for the 2005/06 Planning Cycle

2006 ◽  
Vol 2 (1) ◽  
pp. 91-106
Author(s):  
Craig Mitton ◽  
Jennifer MacKenzie ◽  
Lynda Cranston ◽  
Flora Teng
Keyword(s):  
Health Services ◽  
Priority Setting ◽  
Planning Cycle

How can dynamic capabilities make sense in avoiding value co-creation traps?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Xinbo Sun ◽  
Qingqiang Zhang
Keyword(s):  
Technology Integration ◽  
Design Methodology ◽  
Dynamic Capabilities ◽  
Archival Data ◽  
Manufacturing Companies ◽  
Content Type ◽  
The Creation ◽  
Network Capability

PurposeThe existing research rarely explains the role of dynamic capabilities in the creation of value co-creation behaviors. The purpose of this paper is to explore how dynamic capabilities play a role in avoiding value co-creation traps and generating new value co-creation behaviors.Design/methodology/approachThis paper collects rich interview and archival data from two Chinese manufacturing companies to examine value co-creation in digital servitization by the case study.FindingsThe paper discovers the value co-creation traps that enterprises face in digital servitization and analyzes the important role of resource and technology integration capabilities in avoiding these traps. Also, the research explores how network capability affects the generation of new value co-creation behaviors.Originality/valueThis paper develops a framework for dynamic capabilities to avoid value co-creation traps and generate new value co-creation behaviors.

The Effects of Technology Integration in the Classroom for Students With ADHD

2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Aleen Kojayan ◽  
Aubrey L. C. Statti ◽  
Kelly M. Torres
Keyword(s):  
Technology Integration ◽  
General Education ◽  
Qualitative Case Study ◽  
Positive Influence ◽  
Social Growth ◽  
Social And Emotional ◽  
General Education Classroom ◽  
Students With Adhd ◽  
Development Of Students

This qualitative case study investigated the influence of technology integration in a special education classroom for students who have ADHD. Technology has shown to have a positive influence on student academic, social, and emotional growth in a general education classroom. This study sought to understand the influence technology has for students struggling with ADHD. This study aimed to understand if technology can play a role in the development of students with ADHD specifically in the domains of academic and social growth. Through observations, interviews, and focus group sessions, six themes were deduced: importance of consistency in using technology, impact of group size, increased interest, increased independence, task initiation/time efficiency using Chromebook, and overall confidence academically and socially.

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