Teaching C ompetencies for Technology Integration in the Classroom

1. TeachingCompetenciesforTechnologyIntegration in theClassroom Sabiha Uzman Burçin Yalman

2. Outline • Introduction • Methodhology • Domainsassociatedwithteachertraining in technologyintegration • Domains, knowledges and teaching competencies for tech. Integration • Instrumental/ technological • Pedagogical/ curricular • Didactic/ methodological • Evaluative/ investigative • Communicational/ relational • Personal/ attitudinal

3. Introduction • For researchers such as Hernández-Ramos (2005) • Technology integration  not simply as a question of access, but improve educators’ professional productivity and students’ learning • In-service training programmes: growing understanding of the potential of technology  • educators link the tool in a natural and logical manner • Technology  mere adjunct to the syllabus activities • Not serve as pedagogically

4. Introduction • Many educators involved in trainingprocessesfortech. intg.  • Not feeltheyobtainthenecessary competencies to carry out the task • As a result, teacher training scenarios: weak and do nottarget the development of a critical andpurposeful analysis of the possible relationshipsbetweentechnologyandschool • Technologintegrationincludes • Puttingeducationaltheoryintopractice • Applyinginvestigativefindingsthatwillempowerteaching & learning

5. Introduction • Theconcept of professionalcompetenciesarises • include: Knowledge (conceptualknowledges), Skills (proceduralknowledges), Attitudes (attitudinalandvalue-basedknowledges) • On thebasis of theseknowledges, • Sixdomains of actiondefined: representtheareasthatshould be targetted in technologyintegrationtrainingprocess. • Thepurpose of thisarticle: todeterminethedomainsandteachingcompetencies

6. Methodhology • Twodatabaseswereused: AcademicSearchPremier & Google Scholar • Toreach at a selection of texts criteriaused • Thesecriteriabased on structural characteristics of the publications(text keywords, date of publication, peer-reviewstatus, completeness of text, subject area and title keywords)and their central topics (specific research subareasandfoci of analysis)

7. Domainsassociatedwithteachertraining in technologyintegration • Sixdomains: • instrumental/technological • pedagogical/curricular • didactic/methodological • evaluative/investigative • communicational/relational • personal/attitudinal • Findindsshow: • Ifeducatorsdon’thavesufficientabilitiesforhandling a computer unlikelyincorporatetechnologyintoclassroomteaching & muchlessguaranteepedagogicalsuccess

8. Domainsassociatedwithteachertraining in technologyintegration • Theteacher’sabilitytohandletechnology is not enoughtobbringabout an educationalchange • Thekeytointegration: equipmentandefforttoincorporatetheequipment in education • AccordingtoCox, unliketeachersdon’thavetherequisitepedagogicalcompetencies • Itwill not be possibletoimplementtechnologyprojectsthatbringinnovativescenariostotheschools • Itwill not be feasibletoconfigureactionsthatdrivetoeducationalchanges.

9. Domainsassociatedwithteachertraining in technologyintegration • Althoughteachersmeettechnicalprequisites, theintegrationtechnology • Will not be achievedtillthetheuse of technology has beenplannedand • Will not be incorporatedinto a broadertrainingpropositionthatestablishes a connectionbetweentechnologyandcurriculum. • Therearealsomethodlogicalfactors in teachertrainingproposition. • Theserefertothedevelopment of didacticknowledgesthatbolstertheinclusion of technology.

10. Domainsassociatedwithteachertraining in technologyintegration • Someresearchersposittheexistence of evaluative domain thatmustalso be incorporatedintoteachertraining. • Thisdimensioncentres on generatingfeedbacktoboththestudentlearningprocessesandthe general functioning of thetechnologyintegration. • Theevaluative/investigative domain attemptstoestimatetheextenttowhichteachertraining is achievingthegoalsinitially set for it. • Somestudieshaveintoducedtherelationalsphere as an essential element to be incorporatedintotrainingactions.

11. Domainsassociatedwithteachertraining in technologyintegration • Finally, soemauthorshavepointedtotheneedforincorporating a personal element in theadoption of technologyinnovations in theclassroom. • Studieshavefoundthatthepersonaldimensioninfluencestherepresentations of theteachers . • Thus, teacher’s self-perception generates ways of seeing,understanding and projecting theinclusion oftechnology in the classroom.

12. Domains, knowledges and teaching competencies for technology Integration Compiled information is organized by domains. To criticize domains below knowledges are considered.Conceptual knowledge:Theoretical informationProcedural knowledge : Focus on actions * Application and cognitive constructionAttitudinal knowledge: Adopted personal position after various knowledge objects

13. Instrumental/ technological domain About teacher training in instrumental/ technological domain: From 19 knowledges ---> 1 conceptual , 15 procedural and 3 attitudinal* Applying the technology tool for the direct benefit of the classe.g) Use technology tool for problem solving* Focusing on the management of information during instructional process* Lack of attitudinal knowledge

14. Pedagogical/ curricular domain From 27 knowledges ; 12 were conceptual, 13 were procedural and 2 were attitudinal* Teacher should develop pedagogical use of technology tool in the class.* Results showed the importance about ; > Pedagogical decision making and integration of technology in curriculum > Creation of pedagogical concepts to enhance constructive knowledge of students

15. Didactic / methodological domain From 37 knowledges ; 1 was conceptual, 36 were procedural and none was attitudinal.Results showed;* Focus was on putting didactic knowledge into practice for a technology project.* No attitude was mentioned as supporting technology integration !!! > Pedagogical decision making and integration of technology in curriculum > Creation of pedagogical concepts to enhance constructive knowledge of students

16. Evaluative / investigative domain From 20 knowledges ; none were conceptual, 16 were procedural and 4 were attitudinal.Results showed;* Emphasis on practical appplication of technology in class.* Teacher's self-critical pedagogical practice is important.* Importance of feedback to student learning by technology tools.Competencies are structured by considering; 1- Evaluation of stu. Learning 2- Valuation of tech. project itself3- Self evaluation by the teacher about tech. integration

17. Communicational / relational domain From 9 knowledges ; 2 were conceptual, 2 were procedural and 5 were attitudinal.Results showed;* Emphasis on interpersonal capabilities for collaboration* Use of technology for improving communication with educational community.

18. Personal / attitudinal domain From 15 knowledges ; all of them were attitudinal.Results showed;* Most knowledges concentrated on reinforcement of positive attitudes toward technology integration in class.* Focus on developing a subjective manner for changing the teaching way.* Emphasis on interpersonal capabilities for collaboration