Anne Ottenbreit-Leftwich

Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect

Abstract Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, we discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Specifically, we propose that teachers’ mindsets must change to include the idea that “teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning.” Implications are discussed in terms of both teacher education and professional development programs.

Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence

This study reviewed qualitative studies that focused on strategies to prepare pre-service teachers to integrate technology into their lessons. A meta-ethnography approach was utilized to locate, critically appraise, and synthesize the results of these studies. Based on an extensive search in the Web of Science, 19 articles were included in this synthesis. The results were divided into two parts: (1) key themes explicitly related to the preparation of pre-service teachers (e.g., using teacher educators as role models, learning technology by design, scaffolding authentic technology experiences), and (2) conditions necessary at the institutional level (e.g., technology planning and leadership, co-operation within and between institutions, training staff). To present how these key themes related to each other, an overarching model was developed. By interpreting the results of the review, recommendations were discussed for pre-service teacher technology training and future research.

Exemplary Technology-Using Teachers: Perceptions of Factors Influencing Success.

Abstract Exemplary technology-using teachers achieve meaningful technology use in learner-centered, constructive environments despite the presence of both internal and external barriers. In this study, we discuss factors that enabled teachers to overcome these barriers, as identified by 25 winners of statewide technology teacher awards. In addition, we explored teachers perceptions of the relative value of both intrinsic and extrinsic factors that were perceived to play key roles in their success.

Equipping the next Generation of Teachers: Technology Preparation and Practice.

Abstract Prior research has indicated that all U.S. teacher preparation programs provide instruction on technology integration within coursework and related requirements. This study provides a more detailed investigation into the types and content of technology experiences U.S. teacher preparation programs offer teachers in training. The researchers analyzed data obtained from an online questionnaire, interviews, and artifacts to understand the differences among programs in regard to technology experiences. Eighty percent of respondents indicated all or some of their programs required a standalone educational technology course. Personal productivity and information presentation were the most commonly reported topics taught in all programs. This article also discusses limitations of the study and areas of future research.

Knowledge Is Where You Make It: A Response to Ghassib.

We appreciate the opportunity to comment on Ghassib’s (2010) thoughtful, provocative article. As a comprehensive response and critique of each of his ideas is beyond the scope of this paper, we focus on one aspect of Ghassib’s (2010) analysis of creativity and knowledge production in the sciences – specifically, the influence of technology on changing where knowledge is generated and how it is used.

Comparison of Parent and Teacher Perceptions of Essential Website Features and Elementary Teacher Website Use: Implications for Teacher Communication Practice

Abstract Within the United States, there has been a call for timely, effective, and targeted communication between home and school environments to increase student achievement and engage parents (Project Tomorrow, 2011a). Although teachers can use websites as a means of communication to connect with parents online (Dunn, 2011; Janicki & Chandler-Olcott, 2012), current teacher practice in this area remains unclear. This study employed feature analysis to compare elementary teacher websites from a national report examining technology-using teachers (Ottenbreit-Leftwich et al., 2012) to the website features desired by elementary teachers and parents in the U.S. (Unal, 2008). The results indicate that only eight of 19 essential website features desired by both parents and teachers were commonly present, a possible reflection of the various ways that elementary teachers disseminate information online. Based on the information teachers need to communicate, four separate categories are proposed to assist elementary teachers in selecting appropriate communication channels.