Examining Perceptions and Decision-making Related to Technology Integration in the Common Core High School Classroom

  1. Medha Dalal, Arizona State University, United States
  2. Leanna Archambault, Arizona State University, United States
  3. Rolando Robles, Arizona State University, United States
  4. Anna Reed, Arizona State University, United States

Wednesday, March 8 10:15-10:45 AM

No presider for this session.

With the recent adoption of the Common Core State Standards (CCSS) across many states, there is an increased attention to and demand for greater use of technologies in formal learning environments. However, previous research shows that teachers may not yet be successful in adapting their pedagogy to effectively use technology tools for instruction. With a purposeful sample of teachers from the Southwest, this mixed methods study examines high school teachers’ perceptions and decision making related to technology integration in the CCSS instruction. Results indicate that teachers value technology and feel confident to meet the CCSS instructional goals using technology. While technology use is indicated primarily for presenting information, there are instances of meaningful technology instruction. There is a need to impart professional development focusing on technology integration to support CCSS instruction and to improve school culture in support of educational technology.

ID
50097
Type
Full Paper
Topics
Teaching and Learning with Emerging Technologies Technological, Pedagogical Content Knowledge (TPACK)
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