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AN EXPLORATORY STUDY ON K-12 TEACHERS' USE OF TECHNOLOGY AND MULTIMEDIA IN THE CLASSROOM INTRODUCTION Teachers positively support their curricular goals and enhance classroom instruction (Smerdon, B., Cronen, S., Lanahan, L., Anderson, J., Lannotti, N., & Angeles, J. (2000); Gray, Thomas & Lewis, 2010). There are multiple technology tools st in the 21 century available for teachers to integrate in their classroom for these purposes; however, there are challenges. These tools change rapidly so it becomes inherent for schools to have current technology and teachers that are sufficiently prepared to use these technology tools (Hinostroza, 2011). Often teachers do not understand terminology necessary to communicate when using these tools. Two terms educators commonly use interchangeably are technology and multimedia. The term “technology” denotes the hardware that is used in the classroom and the term “multimedia”conveys software applications combining digital media types, such as text, images, sound, and video, which are the definitions used in this study. Furthermore, it is difficult to establish a skill and integrate technology in their classroom to By knowledge level necessary for educators. The International Society for Technology in Education (ISTE) developed five standards in evaluating the necessary skills and knowledge of educators. These five standards are to: 1) Facilitate and inspire student learning and creativity; 2) Design and develop digital age learning experiences and assessments; 3) Model digital age work and learning; 4) Promote and model digital citizenship and responsibility; and 5) Engage in professional growth and leadership (ISTE, 2008). For the purposes of this study, the ISTE Standard 2: Design and develop digital age learning experiences and assessments and ISTE Standard 3: Model digital age work and learning, were the primary focus. More specifically, two indicators from standard 2 were examined: a) Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity and b) Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in * Associate Professor, Instructional Systems Technology, University of North Carolina Charlotte, USA. ** Assistant Professor, Educational Leadership, University of North Carolina Wilmington, USA. ABSTRACT st 21 century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What technology do teachers use in the classroom; 2) How often do teachers use technology/multimedia in the ...
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AN EXPLORATORY STUDY ON K-12 TEACHERS' USE OF TECHNOLOGY AND MULTIMEDIA IN THE CLASSROOM INTRODUCTION Teachers positively support their curricular goals and enhance classroom instruction (Smerdon, B., Cronen, S., Lanahan, L., Anderson, J., Lannotti, N., & Angeles, J. (2000); Gray, Thomas & Lewis, 2010). There are multiple technology tools st in the 21 century available for teachers to integrate in their classroom for these purposes; however, there are challenges. These tools change rapidly so it becomes inherent for schools to have current technology and teachers that are sufficiently prepared to use these technology tools (Hinostroza, 2011). Often teachers do not understand terminology necessary to communicate when using these tools. Two terms educators commonly use interchangeably are technology and multimedia. The term “technology” denotes the hardware that is used in the classroom and the term “multimedia”conveys software applications combining digital media types, such as text, images, sound, and video, which are the definitions used in this study. Furthermore, it is difficult to establish a skill and integrate technology in their classroom to By knowledge level necessary for educators. The International Society for Technology in Education (ISTE) developed five standards in evaluating the necessary skills and knowledge of educators. These five standards are to: 1) Facilitate and inspire student learning and creativity; 2) Design and develop digital age learning experiences and assessments; 3) Model digital age work and learning; 4) Promote and model digital citizenship and responsibility; and 5) Engage in professional growth and leadership (ISTE, 2008). For the purposes of this study, the ISTE Standard 2: Design and develop digital age learning experiences and assessments and ISTE Standard 3: Model digital age work and learning, were the primary focus. More specifically, two indicators from standard 2 were examined: a) Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity and b) Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in * Associate Professor, Instructional Systems Technology, University of North Carolina Charlotte, USA. ** Assistant Professor, Educational Leadership, University of North Carolina Wilmington, USA. ABSTRACT st 21 century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What technology do teachers use in the classroom; 2) How often do teachers use technology/multimedia in the ...
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Does the new digital generation of learners exist?
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The Advantages of Usilng Technology 'in Second Lanlguage Educat'ion Techwnology lntegrat'lon 'in Foreilgn ILanguage to a Cownstructmovist Learn'lng Approach BY Li WANG UNIVERSITY OF CENTRAL FLORIDA 38 T.H.E. Journal I www.thejournal.com I May 2005 ith the advent of networked comrputers and lnte:rnet technology, computer-based instruction has been widely used in language class- rooms throughout the United States. Computer technologies have dramatically changed the way people gather information, conduct research and communicate with others worldwide. Considering the tremendous startupyV expenses, copyright issues, objectionable materials and other potential dis- advantages of technology, much research has been conducted regarding: the effectiveness of, and better strategies for, technology integration.Taking the characteristics of language learning into account, 'this article helps answer two important questions: Do we need technology in language classrooms? And what kinds of services do comp:uter technologies provide for :these classroomrs? Background Studies Web-based writing instruction has proved to be an impor- tant factor in enhancing the writing quality of low-ability English as a foreign language (EFL) students. In a study designed to examine the effectiveness of Web-based instruction in the writing of freshman EFL students, Al-Jarf (2004) found that the use of Web-based lessons as a supplement to tradi- tional in-class writing instruction was significantly more effec- tive than teaching which depended on the textbook alone. The experimental group of students received online instruction in which they posted their own threads, short paragraphs, stories and poems on a discussion board. They also located informa- tion from the Internet, as well as wrote paragraphs and checked their own spelling using Microsoft Word. In another study, Hertel (2003) describes an intercultural e-mail exchange at the college level where U.S. students in a beginning Spanish class and Mexican students in an interme- diate English as a Second Language class corresponded weekly for one semester. Survey results revealed this student-cen- tered endeavor had the potential to change cultural attitudes, increase _ knowledge and awareness of other The best cultures, foster language acquisition, al anguag as well as boost student interest and active, aur motivation in language and cultural ronmenti studies. Bernhardt, Rivera and Kamil technoloe conducted a study in 2004 to exam- interet ine the practicality and efficiency ful tools 1 of Web-based placement testing for these apj college-level language programs. Qualitative analysis of the data indi- langiJag cated that students, administrators :wi re ith ' 1 and instructors benefited from the online placement tests. For students, accessing a placement test at their convenience with- out making an extra summer trip to campus was seen as an incredible time-saver. At the same time, havin ...
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A fifth standard teacher used digital tools to make an age-old topic interactive, collaborative and engaging for students. What we are seeing is a shift from the traditional learning environment to a new learning environment where technology plays a vital role in enabling students to explore, experiment and create collectively.
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