Examining Current Beliefs, Practices and Barriers About Technology Integration
A Case Study
Bibliographic Data
| ID | 12815604 |
|---|---|
| Authors | Pi-Sui Hsu (0000-0003-2368-8621, Northern Illinois University, corresponding author) |
| Year | 2016 |
| Volume | 60 |
| Issue | 1 |
| Pages | 30-40 |
| Publication date | 2016-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TechTrends (JOURNAL) |
| Journal identifiers | ISSN: 8756-3894 • E-ISSN: 1559-7075 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s11528-015-0014-3 |
| OpenAlex | W2296120926 |
| Language | EN |
| Citations received | 48 |
| References cited | 34 |
Constructivist teaching methods · Educational technology · Faculty Development · Mathematics education · Medical education · Pedagogy · Professional development · Teaching method · Technology education · Technology integration · Child Development and Digital Technology · Education and Technology Integration · Gender and Technology in Education · Medicine · Psychology
Inklusion digital! Chancen und Herausforderungen inklusiver Bildung im Kontext von Digitalisierung
The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration
Understanding the role of professional learning in teachers’ ICT integration
Investigating pre-service teachers’ AI literacy for ELL instruction
Examining the multiplicative relationships between teachers’ competence, value and pedagogical beliefs about technology integration
Perspectives in Adopting a Practical and Technology-Integrated Approach in the Teaching and Learning of Commercial Courses in the Post-Covid- 19 era in Higher Education
An exploration of the use of computer technologies in middle schools
The mediating role of meaning in work in promoting teachers’ technology integration
A Holistic Model for Disciplinary Professional Development—Overcoming the Disciplinary Barriers to Implementing ICT in Teaching
Bringing Science to the Periphery Through Distance Learning
Navigating New Norms
The Most Used Teaching and Learning Activities According to the Degree of Student Engagement in Blended Courses
EFL Teachers’ Technology Readiness and Intention to Use Online Education
Barriers and enablers to K-12 blended teaching
Using mobile technologies to enhance learning and improve student engagement in the dance studio
The influence of university students’ learning beliefs on their intentions to use mobile technologies in learning
The impact of teachers’ pedagogical beliefs, self-efficacy, and technology value beliefs on 3D printing integration in K-12 science classrooms
Online presence and technology-enhanced language learning experience
School learning support for teacher technology integration from a self-determination theory perspective
Career-changers’ technology integration beliefs and practice in initial teacher education
Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables
Examining influences of science teachers' practices and beliefs about technology-based assessment on students’ performances
Predicting preservice teachers' intention to use technology-enabled learning
When barriers are not an issue
An Examination of the use of computer-based formative assessments
“What about special ed?“
“Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers”
Digital education strategies around the world
Perceptions and pedagogical considerations in professional development training for integration of an early literacy program in Kenya
How Distributed Leadership Facilitates Technology Integration
Investing Time in Technology
Factors influencing the use of ICT to support students' self‐regulated learning in digital environment
Diklusion in der Lehrkräftebildung – ein Praxisbericht
Inklusion digital! Chancen und Herausforderungen inklusiver Bildung im Kontext von Digitalisierung
Exploring preservice teacher self-reported and enacted TPACK after participating in a learning activity types short course
A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies
I’m doing my best”
A case study of teachers’ generative artificial intelligence integration processes and factors influencing them
Understanding teacher technology integration from expectancy-value perspectives
The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions
ICT integration by teachers
Unlocking AI potential in primary mathematics
Factors That Support Technology Integration Practices in the Math Education of Children with Intellectual Disabilities
Cultural Adaptation of Digital Learning Tools in Israeli Higher Education
Factors affecting the adoption and use of AVR technology in higher and tertiary education
Technology Integration as a Spectrum
From Intention to Action
University teachers' perceptions, experiences and implications for using ChatGPT in ESL
Teacher pedagogical beliefs
Integrating technology into K-12 teaching and learning
Understanding the Influence of Perceived Usability and Technology Self-Efficacy on Teachers’ Technology Acceptance
Qualitative evaluation and research methods
The learning effects of computer simulations in science education
Accommodation of a scientific conception
Teachers’ Beliefs and Educational Research
The art of case study research
Factors affecting technology integration in K-12 classrooms
An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers
Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web
Developing leadership potential for technology integration
Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning
A bridge too far? Explaining beginning teachers' use of ICT in Australian schools
Using Smart Boards and Manipulatives in the Elementary Science Classroom
A National Research Survey of Technology Use in the BSW Teaching and Learning Process
Teaching together and learning together – Primary science student teachers’ and their mentors’ joint teaching and learning in the primary classroom
| Unique citing works | 48 |
|---|---|
| Citations per year | 6 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 47 |