Using Alternative Lenses to Examine Effective Teachers' Use of Technology with Low-Performing Students

Autor/in	Edmunds, Julie A.
Titel	Using Alternative Lenses to Examine Effective Teachers' Use of Technology with Low-Performing Students
Quelle	In: Teachers College Record, 110 (2008) 1, S.195-217 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Technology Uses in Education; Teacher Effectiveness; Low Achievement; Elementary School Students; Educational Practices; Case Studies; Grounded Theory + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Unterdurchschnittliche Leistung; Bildungspraxis; Case study; Fallstudie; Case Study
Abstract	Background: Much of the literature on the use of technology with low-performing students can be seen as contradictory and limited, primarily because it examines technology use through a single lens: the technology itself. Purpose: This study used two lenses--teachers' instructional practices and the research on effective technology use--to examine the use of technology by effective teachers. Population: Short interviews were conducted with 20 teachers (in 13 elementary schools) nominated by their principals as effective at improving the achievement of their low-performing students and as considering technology an important part of their instruction. Three of those teachers were chosen for a more in-depth examination. Research Design: The study used a collective case study approach to examine the ways effective teachers used technology with their low-performing students. Data Collection and Analysis: Data sources included screening interviews with 20 teachers; extended interviews with three teachers chosen for the case study; five days of observations in three case study classrooms; and interviews with seven students and their parents. Analysis used the constant comparative approach to develop themes that cut across the classrooms and interviews. Findings: The teachers in this study used technology in a balanced way that was continuous with their general instructional practices. Their use of technology reflected nine primary roles: to target instruction more effectively; to incorporate a variety of strategies; to support teacher-guided instruction; to increase student involvement in instruction; to facilitate remediation and reinforcement; to promote advanced thinking strategies; to increase access to resources; to motivate students; and to meet the needs of the whole child. Conclusion: Examining the use of technology in the context of teachers' instructional practices provides a fuller picture of the different roles technology can play to the learning of low-performing students. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10