Project RITE
Recipients
Teacher Concerns toward the Use of Technology in the Classroom as Predictors of Instructional Practices
launch blog |Glenda Rakes
Professor, Department of Educational Studies, UT MartinOverview
In many traditional PK-12 classrooms, students are typically not provided with whole, dynamic learning experiences, but rather with limited, arbitrary activities. Schools frequently teach information from the various disciplines without providing adequate contextual support with opportunities for students to apply what they are taught. The resulting lack of authenticity of classroom activity makes it difficult for students to see how school learning applies to their lives.The overall hypothesis for this study is that higher levels of concern by practicing classroom teachers regarding the use of technology will predict more use of constructivist classroom practices. If this is true, then encouraging PK-12 teachers to progress to higher level uses of technology should influence them to use instructional techniques that encourage higher order thinking skills, thus influencing student learning.