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• W794675103 abstract "Technology is ever present in the classrooms of today, and today's students are consistently engaged in its use. However, a recognized gap exists related to what teachers are expected to know and do in a real classroom with technology. To instruct students in the best way with technology, teachers should have knowledge of the TPACK framework-Technology, Pedagogy, and Content Knowledge-and how to integrate its use in lesson planning and classroom instruction. The authors provide a description of TPACK and relate how the gap in instruction with TPACK can be alleviated by providing teachers with authentic and sustained professional development.Nothing has promised so much and has been so frustrating [sic] wasteful for teachers and leaders as the thousands of workshops and conferences that led to no significant change in practice. Michael Fullan (as cited in Murray, 2014, p. xiii).IntroductionThe National Center for Education Statistics (2012) indicated that the ratio of students to instructional computers with Internet access in schools is 3.1-to-l. The same organization indicated that nearly 99% of students in Grades 9-12 are computer users (National Center for Educational Statistics, 2012). Students also have increasing access to mobile technologies, and schools are implementing Bring Your Own Devices (BYOD) programs to take advantage of how these devices can enhance instruction (Johnson, 2012). The number of technologies and technology tools available to students begs the necessity that they be guided in the proper uses of the technologies and that teachers develop lessons for the students that will incorporate the best of pedagogy, content, and technology.As strongly as educational leaders advocate for students to be presented with and taught twenty-first-century skills, teachers must be provided appropriate professional development to demonstrate and model those skills for the students. The U.S. Department of Educations 2010 National Educational Technology Plan noted widespread agreement that teachers, by and large, are not well prepared to use technology in their practices (p. 39). The nations students are digital natives and will be entrenched in technology their entire lives. To best provide students with academic instruction, the nations teachers should be provided with the proper training to design instructional lessons to meet the needs of students.Many of todays veteran teachers, i.e., those who graduated prior to 2005, do not have the technology knowledge, skills, and experiences that are necessary to teach students properly because they did not grow up immersed in the language of technology nor were they taught with technology (Chesley & Jordan, 2012; Goldin & Katz, 2008; National Council for Accreditation of Teacher Education, 1997; Office of Technology Assessment, 1995; Prensky, 2001; Rosenthal, 1999; Roth, 2014). In 1999, Kent and McNergney reported that only 15% of U.S. teachers received 9 hours or more of annual professionaldevelopment technology training, despite the increased emphasis on technology. In the ensuing years, according to the research, that percentage has not significantly increased, remaining below 24%, despite an increase of available technology (Sawchuk, 2010). This has led teachers to discover and design their own technology-inclusive lessons, if they use any at all.Teachers have been characterized as gatekeepers because they decide what technologies may enter into the classroom and how they can be used (Cuban, 1986; Lei, 2009; Noble, 1996). Since Cuban (1986) first proposed this notion, the idea has held steady in research and practice. The gatekeeping mindset of many teachers can be traced back to their attitudes toward technology. If they are digital immigrants, they are unsure of the technology and the methods by which to incorporate it into their curriculum contexts. This does not benefit the students.Technology skills alone cannot guarantee the effective integration of technology into the classroom (Carr, Jonassen, Litzinger, & Marra, 1998; Ertmer, 2003). …" @default.
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• W794675103 date "2014-10-01" @default.
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• W794675103 title "Need TPACK? Embrace Sustained Professional Development" @default.
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