Technology Integration Practice as a Function of Pedagogical Expertise

Melissa E. Pierson

502 citations0/0 files storedJournal of Research on Computing in Education

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Education and Technology Integration Mathematics Education and Teaching Techniques Education and Communication Studies

Abstract

This study investigated how teachers at various levels of technology use and teaching abilities used technology and how technology use related to general teaching practice. Data from case studies of exemplary technology integrators, representing categories of teaching and technology ability, resulted in assertions about the ways these teachers taught with technology, including the existence of teachers’ personal definitions of technology integration, distinctive planning habits when planning for technology inclusion, strategies for teaching about technology that matched teacher learning strategies, management of student computer use, and altered perspectives on assessment. Differences observed among technology use were associated with individual levels of teaching expertise.

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References

1994Qualitative Data Analysis: An Expanded Sourcebook 1986Those Who Understand: Knowledge Growth in Teaching 1986Handbook of research on teaching 1993The role of deliberate practice in the acquisition of expert performance.1992Professional Growth Among Preservice and Beginning Teachers 1986Mind Over Machine 1993Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise 1966Thought and Choice in Chess

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