Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers

By Kimberly A. Lawless, James W. Pellegrino. 2007

1,264 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/78b09e8c449345b16eae528e9d687e80e576d1c4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Gender Studies

Citations in the corpus

Developing and Validating a Reliable TPACK Instrument for Secondary Mathematics Preservice Teachers (2013, background): “As mathematics teachers increase their self-awareness and confidence in the use of technology in the classroom, many increase their pedagogical toolbox that utilizes technology to enhance the teaching and learning of mathematics (Lawless & Pellegrino, 2007).”
Teacher Technology Change (2010, background): “…efficiently, they are reluctant to incorporate the same tools into the classroom for a variety of reasons including the lack of relevant knowledge (Lawless & Pellegrino, 2007), low self-efficacy (Mueller et al., 2008), and existing belief systems (Ertmer, 2005; Hew & Brush, 2007; Subramaniam,…”
Impact of Online Professional Development or Teacher Quality and Student Achievement in Fifth Grade Mathematics (2012, background): “However, there is currently a void in the research literature regarding the effects of online professional development on teacher quality and student achievement (Ginsburg, Gray, & Levin, 2004; Lawless & Pellegrino, 2007; Whitehouse, Breit, McCloskey, Ketelhut, & Dede, 2006).”
The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education (2019, background): “For a training approach to be successful, teacher attitudes, knowledge, and instructional practices concerning technology must be considered (Lawless & Pellegrino, 2007).”
Teacher Beliefs and Technology Integration. (2013, background): “With the importance of technology in education, technology integration has been greatly emphasized in teacher training and professional development (Lawless & Pellegrino, 2007).”
Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT) (2011, background): “The need to design, evaluate and refine pre-service teachers ICT integration courses grounded on sound theoretical framework is still widely recognized among teacher educators (Haydn & Barton, 2007; Lawless & Pellegrino, 2007; Mishra, Koehler, & Kereluik, 2009).”
Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development (2019, methodology): “…performance standards, learn new methods of instruction in the content areas, learn how to best draw on instructional new technologies for teaching and learning, and adapt their teaching to shifting school environments and an increasingly diverse student population (Lawless & Pellegrino, 2007).”
Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration (2008, background): “More recent professional development approaches suggest that both the context of teaching and the opportunity for reflection are key components for professional development (Lawless & Pellegrino, 2007).”
Teacher value beliefs associated with using technology: Addressing professional and student needs (2010, background): “Other studies have discussed how technology improves student comprehension and higher-order thinking skills (Kozma, 2003; Lei & Zhao, 2007).”
Factors related to pedagogical beliefs of teachers and technology integration (2011, background): “Taiwanese teachers generally use computers to access the Internet, for word processing (Lawless & Pellegrino, 2007), for lesson preparation, and for PowerPoint presentations for lecturing students (Chen & Chen, 2008).”
Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature (2012, background): “Lawless and Pellegrino (2007) claim that if training program is of high quality, the period for training lasts longer, new technologies for teaching and learning are offered, educators are eagerly involved in important context activities, teamwork among colleagues is improved and has clear vision…”
Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK) (2010, background): “However, teaching ICT skills alone does not adequately prepare preservice teachers to integrate ICT (Lawless & Pellegrino, 2007; Mishra, et al., 2009).”