Search results for: Technology integration

This study examined the relationship between learning style, level of resistance to change, and teacher retention in schools implementing an intensive schoolwide technology and media integration model. The participants were 237 elementary and middle school teachers from 11 low-income schools in North Carolina. Researchers found that teachers with sensing-thinking and sensing-feeling learning style preferences had higher levels of resistance to change. Teachers with the ST learning style were also three times more likely to leave their schools, compared to teachers with other learning style preferences.

The goal of this study was to compare the effectiveness of Web-based instruction (WBI) and traditional teaching methods on preservice elementary teachers’ fraction knowledge. Students’ knowledge of fractions was measured using a Fraction Knowledge Test. The test was administered as pre and posttests to a total of 42 preservice teachers in two classes at the same university. One of the classes was randomly assigned as the experimental group and was given WBI. The other class was assigned as a control group and was given traditional instruction. The analysis of results showed a statistically significant difference between the experimental and the control groups’ posttest mean scores in favor of the experimental group.

The goal of this study was to examine the effects of inserting laptops and science technology tools in middle school environments. Working together with a local university, middle school science teachers wrote and aligned curricula, explored relevant science education literature, and prepared evaluation measures for their year-long implementation of laptops, probeware, and other scientific hardware and software. The findings revealed differences in student achievement, responses to pedagogy, and effectiveness of tools implemented by teachers over the course of the year.

The purpose of the study is to examine student teachers' intentions and actions in technology integration in their classrooms. 118 Singapore student teachers participated in the study. The results suggested that student teachers in Singapore showed positive intentions to integrate technology to facilitate student-centered learning in their future teaching. However, they reported that they were more likely to use technology as a supporting and instructional tool during their student teaching rather than using technology to promote student-centered learning.