A developmental teaching approach, positive technology attitudes and expectations, and perceived principal support related to a high extent of technology integration¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers' perceptions — a developmental approach to teaching, perceiving technology as a tool, positive expectations of innovation, confidence in skills, and perceived support under time pressure — related to a high extent of technology integration. → Amina Cviko 2012 q2 i? A facilitative teaching approach combined with a moderate extent of technology integration still led to significant pupil learning gains. → Amina Cviko 2012 (2)

Evidence¶

Amina Cviko 2012¶

Amina Cviko, Susan McKenney, Joke Voogt. (2012). Teachers enacting a technology-rich curriculum for emergent literacy. Education Tech Research Dev. https://doi.org/10.1007/s11423-011-9208-3

q2 · i? · qualitative · r2

Cross-case qualitative analysis comparing four teachers' coded interview perceptions with their observed integration scores. The article reports these perceptions "are related to a high extent of technology integration"; no effect size is printed.

"A developmental approach to teaching, perceiving technology as a tool for supporting learning, very positive expectations towards implementation of innovations, confidence in technology skills and perceiving support being provided by the principal in the face of work pressure are related to a high extent of technology integration."

Amina Cviko 2012 (2)¶

Amina Cviko, Susan McKenney, Joke Voogt. (2012). Teachers enacting a technology-rich curriculum for emergent literacy. Education Tech Research Dev. https://doi.org/10.1007/s11423-011-9208-3

q2 · i? · causal · r1

Cross-case interpretation linking the facilitative teachers' moderate integration to their classes' significant learning gains. The article reports significance without a test statistic for this contrast.

"Interestingly, the study shows that a facilitative approach to teaching along with a mod- erate extent of technology integration still led to significant pupil learning gains."

Discussion¶

Related Claims¶

• High pupil learning gains were not related to a high extent of teacher technology integration; junior classes gained more than senior class 2b — related
• Review reports that teachers' beliefs, attitudes and TPACK—not AI knowledge alone—mediate AI integration — related
• Teachers' expectancy beliefs about successfully using AI applications shape their motivation to use them (theoretical argument). — related