Session Information
16 SES 11A, Implementation of Information Technology in Primary and Secondary Education: Emerging Issues (Part 2)
Symposium, continued from 16 SES 10A
Time:
2008-09-12
16:45-18:15
Room:
B4 415
Chair:
Tjeerd Plomp
Discussant:
Betty Collis
Contribution
Formal models developed to explain the role technology plays in teaching and learning have begun to emerge over the past decade (eg. Rogers, 1999; Vannatta & Fordham, 2004, Zhao & Cziko; 2001). These allow research to be conducted in a more organized manner than in the past, so that findings not only lead to conclusions regarding the effectiveness of a technology-enhanced educational interventions, but they also contribute to belief in (or further refinement of) the conceptual model. The Will, Skill, Tool (WST) Model of Technology Integration (Knezek, Christensen, Hancock, & Shoho, 2000; Knezek & Christensen, 2008) includes classroom technology integration as an intervening variable, with three key elements required for successful integration. These are Will (attitude) of the teacher, Skill (technology competency), and Technology Tools (access to technology tools). At the second stage this model posits that higher levels of classroom technology integration lead to increased learning and achievement. Foundations of this formal WST model and findings from research spanning the past five years are the focus of this paper.
References
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