The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Technology Integration Practice as a Function of Pedagogical Expertise
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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Citations
Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
The role of deliberate practice in the acquisition of expert performance
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993) · Psychological Review · doi:10.1037/0033-295x.100.3.363 · Cited by 9,564
Cited by
Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010) · Journal of Research on Technology in Education · doi:10.1080/15391523.2010.10782551 · Cited by 2,556
Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom
Robin, B. R. (2008) · Theory Into Practice · doi:10.1080/00405840802153916 · Cited by 1,485
Measuring student engagement in technology-mediated learning: A review
Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015) · Computers & Education · doi:10.1016/j.compedu.2015.09.005 · Cited by 1,010
Theoretical considerations for understanding technological pedagogical content knowledge (TPACK)
Graham, C. R. (2011) · Computers & Education · doi:10.1016/j.compedu.2011.04.010 · Cited by 709
Teachers' AI-TPACK: exploring the relationship between knowledge elements
Ning, Y., Zhang, C., Xu, B., Zhou, Y., & Wijaya, T. T. (2024) · Sustainability · doi:10.3390/su16030978 · Cited by 330
Metadata
- Authors
- Pierson, M. E.
- Venue
- Journal of Research on Computing in Education
- Publisher
- Informa UK Limited
- Published
- 2001-06
- Volume
- 33
- Issue
- 4
- Pages
- 413-430
- ISSN
- 0888-6504 (ISSN-L)
- OpenAlex
- W1547722110
- Cited by
- 502
- References
- 2
- FWCI
- 33.22
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
