Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning

A successful digital conversion for classrooms, districts, and states is not determined by the technology, but by how technology enables teaching and learning. The purpose of our multisite case study was to document digital instructional strategies teachers use to enhance and transform student learn...

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Bibliographic Details
Published in:Journal of research on technology in education 2016-07, Vol.48 (3), p.194-211
Main Authors: McKnight, Katherine, O'Malley, Kimberly, Ruzic, Roxanne, Horsley, Maria Kelly, Franey, John J., Bassett, Katherine
Format: Article
Language:English
Subjects:
Access to Education
Alignment (Education)
Best Practices
California
Case Studies
Classroom management
Educational technology
Familiarity
Feedback (Response)
Focus Groups
Idaho
Instructional design
Instructional Improvement
Instructional Innovation
Interpersonal Communication
Interviews
Learning
Maine
Michigan
Mixed Methods Research
Observation
Online Surveys
Pennsylvania
School Effectiveness
Student Role
Teacher Role
Teacher Surveys
Teaching
Technological Literacy
Technology adoption
Technology Uses in Education
Time Management
Virginia
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Summary:A successful digital conversion for classrooms, districts, and states is not determined by the technology, but by how technology enables teaching and learning. The purpose of our multisite case study was to document digital instructional strategies teachers use to enhance and transform student learning, and align that use with learning research. We conducted focus groups and interviews, and observed classrooms in seven exemplary schools across the United States. We surveyed teachers' familiarity, use, and comfort with technology as well. We document six common strategies used across the seven sites and identify five roles that technology plays in enhancing teaching and learning, and discuss how these strategies benefit teachers and learners. (Keywords: technology integration, digital instructional strategies)
ISSN:1539-1523
1945-0818
DOI:10.1080/15391523.2016.1175856