279
Views
16
CrossRef citations to date
0
Altmetric
Articles

Using Action Research Projects to Examine Teacher Technology Integration Practices

Pages 117-123 | Published online: 19 Mar 2014

References

  • Becker, H. J. (1991). How computers are used in United States schools: Basic data from the 1989 I.E. A. computers in education survey. Journal of Educational Computing Research, 7(4), 385–406.
  • Becker, H. J. (1994). How exemplary computer-using teachers differ from other teachers: Implications. Journal of Research on Computing in Education, 26(3), 291. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=9502070435&site=ehost-live
  • Borsheim, C., Merritt, K. C., & Reed, D. (2008). Beyond technology for technology’s sake: Advancing multiliteracies in the 21st century. The Clearing House, 82(2), 87–90.
  • Bull, G., Knezek, G., Roblyer, M. D., Schrum, L., & Thompson, A. (2005). A proactive approach to a research agenda for educational technology. Journal of Research on Technology in Education, 37(3), 217–220.
  • Carr, W., & Kemmis, S. (1986). Becoming critical: Knowing through action research. Geelong, Victoria: Deakin University Press.
  • Cochran Smith, M., Cochran Smith, M., & Lytle, S. L. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
  • Cochran Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York, London: Teachers College Press.
  • Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813–834. Retrieved from http://www.jstor.org/stable/3202504
  • Dana, N. F., Yendol Hoppey, D., & Yendol Silva, D. (2009). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (2nd ed.). Thousand Oaks, CA.: Corwin Press. Retrieved from http://www.loc.gov/catdir/toc/ecip0810/2008004886.html
  • Darling-Hammond, L. L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166–173.
  • Darling-Hammond, L. L. (2010). Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching. Washington, DC: Center for American Progress.
  • Dawson, K. (2006). Teacher inquiry: A vehicle to merge prospective teachers’ experience and reflection during curriculum-based, technology-enhanced field experiences. Journal of Research on Technology in Education, 38(3), 265–292.
  • Dawson, K. (2007). The role of teacher inquiry in helping prospective teachers untangle the complexities of technology use in classrooms. Journal of Computing in Teacher Education, 24(1), 5–14.
  • Dawson, K., & Dana, N. (2007). When curriculum-based, technology-enhanced field experiences and teacher inquiry coalesce: An opportunity for conceptual change? British Journal of Educational Technology, 38(4), 656–667.
  • Dawson, K., Cavanaugh, C., & Ritzhaupt, A. (2008). Florida’s Leveraging Laptops initiative and its impact on teaching practices. Journal of Research on Technology in Education, 41(2), 143–159.
  • Dawson, K., Ritzhaupt, A., Liu, M., Drexler, W., Barron, A., Kersaint, G., & Cavanaugh, C. (2011). Charting a course for the digital science, technology, engineering, and mathematics (STEM) classroom: Research and evaluation report. Florida Department of Education.
  • Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61. Retrieved from http://vnweb.hwwilsonweb.com/hww/jumpstart.jhtml?recid=0bc05f7a67b1790e70e397f5ebc28d342544a62b80cadef814c863e0f6297b28f3e67a840a1b5efe&fmt=P
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=49226507&site=ehost-live
  • Fereday, J., & Muir-Cochrane, E. (2008). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80.
  • Hadley, M., & Sheingold, K. (1993). Commonalities and distinctive patterns in teachers’ integration of computers. American Journal of Education, 101(3), 261–315. Retrieved from http://www.jstor.org/stable/1085516
  • Healy, J. M. (1998). Failure to connect: Howcomputers affect our children’s minds—for better and worse. New York: Simon & Schuster.
  • Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research & Development, 55(3), 223–252. doi:10.1007/s11423-006-9022-5
  • Hipsky, S. (2008). Differentiate instruction and technology. In L. A. Tomei (Ed.), Information technology curriculum integration (pp. 215–220). Hershey, PA: IGI Global.
  • Hohlfield, T., Ritzhaupt, A. D., Barron, A. E., & Kemker, K. (2008). Examining the digital divide in K-12 public schools: Four-year trends for supporting ICT literacy in Florida. Computers and Education, 51(4), 1648–1663.
  • Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York: New York University Press. Retrieved from http://www.loc.gov/catdir/toc/ecip069/2006007358.html
  • Kim, M. C., Hannafin, M. J., & Bryan, L. A. (2007). Technology-enhanced inquiry tools in science education: An emerging pedagogical framework for classroom practice. Science Education, 91(6), 1010–1030. doi:10.1002/sce.20219
  • Kozma, R. B. (2003). Technology and classroom practices: An international study. Journal of Research on Technology in Education, 36(1), 1–14. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=11950622&site=ehost-live
  • Lederman, N., & Niess, M. (2000). Technology for technology’s sake or for the improvement of teaching and learning. School Science and Mathematics, 100(7), 345.
  • Lei, J. (2010). Quantity versus quality: A new approach to examine the relationship between technology use and student outcomes. British Journal of Educational Technology, 41(3), 455–472.
  • Lincoln, Y. S., & Guba, E. E. (1986). Research, evaluation, and policy analysis: Heuristics for disciplined inquiry. Review of Policy Research, 5(3), 546–565.
  • Lowther, D. L., & Ross, S. M. (2001). Observation of computer use: Reliability analysis. Memphis, TN: Center for Research in Educational Policy, The University of Memphis.
  • MacQueen, K. M., McLellan, E., Kay, K., & Milstein, B. (1998). Codebook development for team-based qualitative analysis. Cultural Anthropology, 10(2), 31–36.
  • Maddux, C., & Johnson, L. (2006). Information technology, Type II classroom integration, and the limited infrastructure in schools. Computers in the Schools, 22(3-4), 1–5.
  • Mason, C., Berson, M., Diem, R., Hicks, D., Lee, J., & Dralle, T. (2000). Guidelines for using technology to prepare social studies teachers. Contemporary Issues in Technology and Teacher Education, 1(1), 107.
  • Meyers, E., & Rust, F. O. (2003). Taking action with teacher research. Portsmouth, NH: Heinemann.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Russell, M. M., Bebell, D., O’Dwyer, L., & O’Connor, K. (2003). Examining teacher technology use: Implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54(4), 297–310.
  • Sandholtz, J. H., Dwyer, D. C., & Ringstaff, C. (1996). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.
  • Schofield, J. W., & Davidson, A. L. (2002). Bringing the Internet to school: Lessons from an urban district (1st ed.). San Francisco: Jossey-Bass.
  • Schrum, L., Thompson, A., Sprague, D., Maddox, C., McAnear, A., Bell, L., & Bull, G. (2005). Advancing the field: Considering acceptable evidence in educational technology research. Contemporary Issues in Technology and Teacher Education, 5(3/4), 202.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. Retrieved from http://www.jstor.org/stable/1175860
  • Tomlinson, C. A., & Fort Walton Beach Education Club. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Warren, M. (2007). The digital vicious cycle: Links between social disadvantage and digital exclusion in rural areas. Telecommunications Policy, 31, 374–388.
  • Warschauer, M D. (2008). Learning with laptops: A multi-method case study. Journal of Educational Computing Research, 38(3), 305–332.
  • Wenglinsky, H. (2005). Technology and achievement the bottom line. Educational Leadership, 63(4), 29–32. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19270012&site=ehost-live
  • Zeichner, K. M (2003). Teacher research as professional development for K-12 educators in the USA. Educational Action Research, 11(2), 301–326.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.