Advanced Knowledge of Technology in the Classroom

641 WordsFeb 4, 20183 Pages
Using online programs in the classroom is becoming a common practice for delivering educational information. However, the use of Internet sources and materials that support instruction often requires users to have more advanced knowledge and understanding. Online access has become the central focus on students habit. Gillam and Wooden (2013) stated that educators need to ”create high-functioning learning communities in an otherwise disembodied online learning space” (p.24). Inan, Lowther, Ross, and Strahl (2010) conducted a study to identify instructional strategies that teachers used to integrate technology in their classroom. This study used direct classroom observations to inspect the models and distinguish between types of computer applications and classroom practices related to the real actions of information gathering in the classroom. The subjects in this study were 39 participating schools located in Tennessee and had received federal funding from the U.S. Department of Education to implement school-wide technology initiatives. Thirteen of the schools had received Title II Part D (EdTech) funding from the No Child Left Behind Act and 26 received funding from the Technology Literacy Challenge Fund (TLCF). The researchers collected data from 143 classroom observations of full (45–60-min) pre-scheduled technology integration lessons. Two instruments were used to descriptively, not judgmentally, record observed classroom practices, using the School Observation Measure
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