Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research

By Khe Foon Timothy Hew, Thomas A. Brush. 2007

2,114 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/84b52949b570da03e058b98fcba6052f31da0e19

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Citations in the corpus

Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge (2009, background): “One of reasons for this phenomenon is that student teachers have very little knowledge about effective technology integration, even after completing courses about instructional technology (Hew & Brush, 2007; Vannatta & Beyerbach, 2000).”
Teacher beliefs and technology integration practices: A critical relationship (2012, background): “In addition, the wide availability of Web 2.0 tools (Bull et al., 2009; Schrum & Levin, 2009) has allowed teachers to readily circumvent the " limited resource " barrier previously reported (Hew & Brush, 2007).”
Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study (2012, background): “However, ITII is often incorrectly applied in actual practice due to a lack of knowledge or skills in technologysupported pedagogy (Hew & Brush, 2007; Sul ci c & Lesjak, 2009) required for planning and integrating technology into teaching. þ886 6276 6493.”
Factors that influence teachers’ adoption and integration of ICT in teaching/learning process (2018, background): “Hew and Brush (2007) found attitude as an important factor in adoption and integration of ICT, they indicated that to successfully implement educational technology in school’s programme depends strongly on the teachers’ support and attitudes.”
Teacher Technology Change (2010, background): “Based on a review of the literature, Hew and Brush (2007) concluded that effective professional development for technology integration requires a focus on content that includes (a) technology knowledge and skills, (b) technology-supported pedagogical knowledge and skills (the ability to see a clear…”
Factors affecting technology integration in K-12 classrooms: a path model (2010, background): “…workload, pedagogical beliefs, previous training, and experiences into the model can increase understanding of some of the variables for which the current path model provided a limited explanation (Hew and Brush 2007; Lih-Juan et al. 2006; Inan et al. 2009; Niederhauser and Stoddart 2001).”
Invited review article: Where and how 3D printing is used in teaching and education (2019, background): “Along with institutional, cultural, assessment and resource barriers, these include teacher attitudes and beliefs, and teacher knowledge and skills [173].”
Teacher Beliefs and Technology Integration. (2013, background): “…all) integrated into teaching among teachers who are equipped with relevant knowledge, two sets of barriers are often discussed (Ertmer, 1999, 2005; Hew & Brush, 2007): (a) first-order barriers concern factors such as environmental readiness (e.g., computers, the Internet access) and teacher…”
Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature (2012, background): “Among the factors that influence successful integration of ICT into teaching are teachers' attitudes and beliefs towards technology Hew and Brush, 2007; Keengwe and Onchwari, 2008).”
Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning (2013, methodology): “Although the technology tools have changed since 1996, the goals outlined by Jonassen’s pedagogical vision for those tools remains the same. As just one example, in 1996, Jonassen described how educators might use socially shared cognitive tools, such as asynchronous and synchronous computer confere”
Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research (2010, neutral): “Furthermore, some of these databases were frequently used by other scholars in their search for empirical papers (eg, Hew & Brush, 2007; Luppicini, 2007; Rinke, 2008; Wang, Odell & Schwille, 2008).”