A Closer Look at Technology Implementation in the Classroom

Full Paper (Asynchronous) ID: 61706
  1. aaa
    Caitlin Riegel
    Niagara University
  2. aaa
    Danielle Weinstein
    University of California Los Angeles

Abstract: This study sought to provide insight into the current status of technology implementation in K-12 classrooms. There are currently no studies that quantitatively examine in-service teachers technology implementation practices related to Technological Pedagogical Content Knowledge (TPACK) and the International Society for Technology in Education (ISTE) 2017 Standards for Educators. This study administered the Teacher Preparation Technology Inventory (TPTI) to teachers in a large, economically diverse school district in Southern California. Results revealed a low level of technology implementation, well below the expectations of the field and standard set by ISTE. More specifically, lower elementary (K-3) teachers were found to use less appropriate technology implementation practices than all other grade levels; and teachers who have taught 16 or more years use less appropriate technology implementation practices than those who have taught 15 or less years. These results suggest there is room for improvement with respect to technology implementation practices for both in-service and pre-service teachers, as well as a need for a national set of technology standards in order to best prepare students to be college and career ready.


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