Tracing Teachers’ Use of Technology in a Laptop Computer School: The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture

By Mark Windschitl, K. Sahl. 2002

713 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/8581386f68742ebda7067f702694490503ceabaf

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Citations in the corpus

Learning in One-to-One Laptop Environments (2016, background): “…of sufficient technical support, uncertainty about ways in which the technology would affect them, or fear of losing control in the classrooms (e.g., Carlson, 2007; Gunner, 2007; Khambari et al., 2009; Maninger & Holden, 2009; McGrail, 2006, 2007; Windschitl & Sahl, 2002; Zuber & Anderson, 2013).”
Factors affecting technology integration in K-12 classrooms: a path model (2010, methodology): “In this study, those limitations of path analysis are addressed by building a path model based on previous path models and research, conducting preliminary analyses to check assumptions, and having a large sample size (Allen 1997; Keith 1988b; Raykov and Marcoulides 2000; Wolfle 1985, 2003).”
Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2007, methodology): “Specifically , teachers' beliefs may include their educational beliefs about teaching and learning (i.e., pedagogical beliefs), and their beliefs about technology (Ertmer, 2005; Windschitl & Sahl, 2002).”
Do One-to-One Initiatives Bridge the Way to 21st Century Knowledge and Skills? (2012, background): “positive beliefs are likely to lead them to have their students use computers as a production and learning tool (Ertmer, Addison, Lane, Ross, & Woods, 1999; Inan, Lowther, Ross, & Strahl, 2010; Windschitl & Sahl, 2002).”
Teachers' Perceptions of Integrating Information and Communication Technologies into Literacy Instruction: A National Survey in the United States (2011, background): “…speciﬁcally the consistent ﬁnding that beliefs about the importance of integrating technology into instruction were related to the extent of integration (e.g., Angers & Machtmes, 2005; Ertmer & Ottenbreit-Left-wich, 2010; Hermans, Tondeur, van Braak, & Valcke, 2008; Windschitl & Sahl, 2002).”
Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration (2008, background): “Teachers are likely to use their past experiences, beliefs, and attitudes about learning and teaching to develop their beliefs about technology as a teaching method or instructional tool (Ertmer, 2005; McGrail, 2005; Niederhauser & Stoddart, 2001; Windschitl & Sahl, 2002).”
Factors related to pedagogical beliefs of teachers and technology integration (2011, result): “Teacher responses in the questionnaire were strongly correlated with interview results for teachers in a follow-up study conducted byWoodbridge (2003). The pedagogical beliefs section had nine item pairs.”
Why Do Teachers Not Practice What They Believe Regarding Technology Integration? (2008, background): “Moreover, the design of professional development programs should identify teachers' beliefs about effective teaching, strategies for improved teaching and learning, and curriculum design appropriate for pedagogical purposes (King, 2002; Schwab & Foa, 2001; Windschitl & Sahl, 2002).”
Teacher Technology Change (2010, background): “Windschitl and Sahl (2002) found that teachers’ beliefs strongly influenced their technology, but the context of their institutions and profession shaped these beliefs: The ways in which those teachers eventually integrated computers into classroom instruction were powerfully mediated by their…”
The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use (2016, background): “This movement contrasts with the more important focus on utilizing technology to emphasize ped-agogy and practices that support, and when possible, enhance and learning (Hennessey et al. 2005; Hughes 2005; Windschitl and Sahl 2002).”
Implementation and Effects Of One-to-One Computing Initiatives (2006, methodology): “…multimedia tools, including presentation software and software for making and editing digital images and movies (Davies, 2004; Davis et al., 2005; Light, McDermott, & Honey, 2002; Mitchell Institute, 2004; Ne-whouse & Rennie, 2001; Stevenson, 2002; Warschauer et al., 2004; Windschitl & Sahl, 2002).”
Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge (2009, background): “In an ethnographic study that traced three teachers’ use of laptop computers, Windschitl and Sahl (2002) found that “the technology did not initiate teachers’ movements toward constructivist pedagogy” (p.198).”
Teachers' pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the 'will, skill, tool' model and integrating teachers' constructivist orientations (2012, background): “…complexity, there appears to be a fairly broad consensus that emphasizes the teacher’s individual qualities, and, above all, pedagogical beliefs (Becker, 2000; Ertmer, 2005; Gobbo & Girardi, 2001; Higgins & Moseley, 2001; Jimoyiannis, 2007; Lim & Chai, 2007; Teo, 2008; Windschitl & Sahl, 2002).”