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Journal of Computing in Higher Education

Erschienen in:

01.12.2016

Extending the will, skill, tool model of technology integration: adding pedagogy as a new model construct

verfasst von: Gerald Knezek, Rhonda Christensen

Erschienen in: Journal of Computing in Higher Education | Ausgabe 3/2016

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Abstract

An expansion of the Will, Skill, Tool Model of Technology Integration to include teacher’s pedagogical style is proposed by the authors as a means of advancing the predictive power of the model for level of classroom technology integration to beyond 90 %. Suggested advantages to this expansion include more precise identification of areas to be targeted for teacher professional development, and the prospect for aligning teaching-with-technology style with student learning styles, in order to better serve educational system goals such as student engagement, learning and achievement. Initial findings are that pedagogical preference or style regarding old and new technologies accounts for approximately 30 % of level of classroom technology integration. The authors contend this is worthy of retaining as a fundamental model improvement.

Vorheriger Artikel Digital systems supporting cognition and exploratory learning in twenty-first century: guest editorial

Nächster Artikel How does self-regulated learning relate to active procrastination and other learning behaviors?

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Titel: Extending the will, skill, tool model of technology integration: adding pedagogy as a new model construct
verfasst von: Gerald Knezek
Rhonda Christensen
Publikationsdatum: 01.12.2016
Verlag: Springer US
Erschienen in: Journal of Computing in Higher Education / Ausgabe 3/2016
Print ISSN: 1042-1726
Elektronische ISSN: 1867-1233
DOI: https://doi.org/10.1007/s12528-016-9120-2

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