A New Revised Framework For Teachers ' Competency With Technology That Expands Mishra And Koeler 's Tpack Framework

Technology of the past 20 years has become a focal point of teaching and learning. As a teacher, it is my job to facilitate the learning for an individual by creating an environment that not only conducive for learning, but also places the child in a position to discover and learn them for themselves. Technology has given teachers to opportunity to take learning beyond the classroom, and has begun to reshape their role in the learning process.

As far as teachers’ roles in the classroom with technology, they are transformed into “guides to the side” using technology for the actual instruction and assessment while they serve as designers and organizers of instructional material, facilitators of the actual learning, and knowledgeable, supportive mentors. Some may doubt the benefits of learning from and with technology, but studies have shown using technology has improved outcomes in cognitive knowledge

Incorporating technology in the classroom is a leading trend among educators in the 21st century. Teacher use classroom websites, technology tools, and online web assessments to keep parents and students informed, improve instruction, and individualize learning. Using technology to support communication helps keep both students and parents informed on what is happening in the classroom and the students’ academic progress. Integrating technology in the classroom helps increase student engagement and participation. Students use technology tools to help reinforce instruction and teachers may use it as a form of remediation. Technology can also help with differentiating instruction with the use of online assessments. Incorporating technology in the classroom can increase students’ success in the classroom and beyond.

Media culture and technologies influence on curriculum in the classroom over the last 20 years has been astronomical. The increase in the use of multimedia and technology in our everyday lives has become a major influencer on the way students and teachers navigate within their classrooms. This has created a sense of urgency to incorporate this new tech culture into the classroom. With so many advancements and ideas for the facilitation of technology in the classroom, there are a number of seemingly outlying factors that contribute to technologies successful incorporation and use. When technology is seen as a valuable collaborative tool in the eyes of the students and educators it can aid in student learning, understanding, and lesson facilitation. When technology is not seen as a valuable collaborative tool its implementation and use is stagnant. The perception and attitudes of teachers play a major role in the success or failure of the introduction and implementation of technology in classroom.

In the articles “What Is The Future Of Technology In Education?” by Matt Britland and “New Class(room) War: Teacher vs Technology” by Samuel G. Freedman, two different viewpoints are expressed toward technology integration education. The authors show the implications of technology on the attitudes of teachers and students. Britland and Freedman agree that technology and theoretical framework are two inseparable facets but propose different solutions to the actions that should be taken to result in pedagogical expertise.

The leaders in education need to be informed to ICT possible benefits with the leader’s dangers and be active in lecturing them, from now ICT literacy development provides an appropriate venue for this. The development of an ICT addition model in schools is valuable for stakeholders in education to evaluate technology training for school leaders and create opportunities for principals to acquire ICT integration skills. (Selwood, 2003) said that when school leaders allow technology integration through vision and knowledge, schools can improve in instructional technology, which can lead to greater student achievement and better preparation for a technological society. (Bonifaz & Zucker, 2004) said that teaching students with laptops establishes a different environment than traditional classrooms and requires the teacher to have ICT knowledge and skills, effective ICT teaching strategies, effective classroom management as well as technical support. In a school setting, likewide (Cuban, 2001) said that ICT requires additional time and effort to utilize, and consequently may be used less frequently. (Abuzaid & Singh, 2008, Al-Jarf, 2007, Bauer & Kenton, 2005) said that this part introduces the conceptualized of ICT in education. (Fitzallen, 2004) said that attention is increasingly directed at the border of the questions merging

In “Technology in Today’s Classroom: Are You a Tech-Savvy Teacher?”, Stephanie Hicks successfully argues, using primarily logical evidence, that teachers should integrate technology into education. Hicks begins by stating, “In today’s classroom technology abounds and students are extremely tech savvy,” using this claim to justify the need for teachers to implement the use of technology (188). Her statement regarding students and their technological knowledge logically introduces the argument because of its easily observable nature. In addition, because students have a sense of familiarity and experience with computers, it follows that the use of such technology would suit their educational needs. Hicks begins her argument by countering the

In general, most K–12 academic settings today utilizes technology for educational and non-academic use (Helms, 2014). Researchers agree that budgeting can share a significant impact on classroom technology integration because many schools do not have the funds to pay for teacher training and all of the cost associated with maintaining technology resources (Blackwell, 2014; Chou et al., 2012; Helms, 2014). The lack of adequate technology training, support and funding can also influence teachers’ attitudes (Kirkwood et al, 2014). A gap appears to exit in empowering teachers with technology skills to implement an interactive learning experience for all learning styles (Helms, 2014).

This week’s reading continues to provide context to what technology integration should be in the classroom.  Roblyer furnished definitions for three types of web-based lessons:  Interpersonal exchanges, Information collection and analysis and Problem-solving (Roblyer, 2016, p. 219).  While I may not use these phrases with teachers, I will be able to track the types of coaching experiences I bring to my teachers. Currently, my teachers are engaged in information collection.  With enthusiasm, teachers are checking out computer carts for their students to do research on a historical event, a prominent figure, or a principle in science.  However, reading

According to So and Kim (2009), teacher training and a support system with integrating technology in the instructional practice should be structured in a holistic way so that they can see the connection. Through assessment based on a full deliberation of interrelationships between content, pedagogy, and technology, teachers can anticipate constructive sound effects of technology integrated task through student academic performances. Papert, Vygotsky, Dewey and Piaget’s social constructivism (SC) principles

Technological Pedagogical Content Knowledge (TPACK) is important in the field of instructional technology because it is paramount to ensure that teachers know how to use the technology that they are supposed to integrate into there classrooms. I also can say, that TPACK is extremely helpful in the corporate world as well. If I am expected to use the technology in the office and explain how to use it, I better be sure I know how the technology is being used. In the corporate setting, much like the classroom, if you don’t know how to use the technology you are integrating into office use, you will not only be frustrated but, those you are teaching

In his book, Foundations of Educational Technology: Integrative Approaches and Interdisciplinary Perspectives, Michael Spector explains, “It is not sufficient for a teacher or trainer to understand the use of a technology. What is essential for effective learning and instruction is for a teacher or trainer to understand how to best integrate the use of a technology to achieve instructional goals pertaining to a subject area with a group of learners” (Spector, 2012). PAGE NUMBER

Technology has had and will continue to have, the ability to transform society and necessity to incorporate into education to, as Bruce, 1998 simply states it, “…learn technology, learn through technology, and learn from technology.” (p. 22) Teachers, not computer technologies themselves, need to take ownership of the responsibility ensuring students learn well with any given technology. Teachers and school leadership must be willing to use the available tools appropriately, integrate into the development of lesson plans and implement in the classroom for it to be successful to support the education of students. As technology advances forward at a relentless pace,

With the integration of technology, students get direct, individualized instruction from the computer. This form of supplemental teaching allows them to engage with the information at times that are most convenient for them and helps them become more self-directed in the learning process. It also gives the teacher more time to accomplish classroom objectives, while freeing them up to help the students who might be struggling with certain lessons.

As we navigate through the 21st century, technology in the classroom is becoming further predominant. iPads are replacing our textbooks, and we can research any desired topic on our smartphones. The impact that technology has had on today’s schools has been utterly momentous. Educators have now seen firsthand the numerous benefits of technology in the classroom. According to a study by IT Trade Association CompTIA, around 75 percent of educators have come to the conclusion that technology has a positive impact on the education process. Educators have also recognized the significance of developing these technological skills in students so they will be prepared to enter the workforce after they graduate (Cox). By incorporating technology in the classroom, teachers are setting our students up for a successful life outside of school. The increase of technology has even changed how teachers teach along with how