Teacher Planning Problem Space of Expert Technology-Integrating Teachers

• In Event: Roundtable Session 4
  In Roundtable Session: Instructional Technology SIG Roundtable Session: Learning Analytics, Technology Integration, and Teacher Professional Development

Abstract

Although expert technology integration planners exist, designing meaningful technology integrated learning remains a challenge for teachers. To address this problem, the purpose of this case study is to examine how experts plan for technology integration. The conceptual framework for this study draws from information processing theory to combines two existing constructs resulting in a unique construct called the teacher planning problem space (TPPS). Participants include a purposeful sample of technology integrating experts. Data collection includes interviews and technology artifacts related to innovative lessons. These items will be interpreted using qualitative content analysis methods.

Author

• Erin Leslie Davis, Georgia State University