Pierson, M. E. (1999). Technology integration practice as a function of pedagogical expertise (Publication No. 9924200) [Doctoral dissertation, Arizona State University]. ProQuest Dissertations and Theses Global.

Abstract:

“This study investigated how teachers at various levels of technology-use and teaching abilities used technology in their classrooms, what practices facilitated that use, and how those practices related to general teaching practices. Participants in one district were nominated as exemplary technology integrators by district and school administration. Three teachers were selected from the original participant pool as case studies to represent three categories of varying levels of teaching and technology-use ability.

Qualitative data were collected through observations, interviews, audiotaped think-aloud activities, and reviews of relevant documents during field visits of approximately one month per teacher. Analysis of the data according to emerging categories resulted in the formulation of five assertions about the ways in which these teachers used technology in their teaching: (a) The ways technology was used in these classrooms determined the teachers’ personal definitions of technology integration; (b) the teachers at the lower levels of either technology-use or teaching abilities altered their planning habits when planning for the inclusion of technology; (c) the teachers structured their strategies for teaching about technology according to their own personal learning strategies; (d) the teachers’ individual definitions of technology integration directed their management of student computer use; and (e) the teachers at the lower levels of either technology-use or teaching abilities altered their perspective on assessment when assessing student use of technology.

The findings reflect that the differences observed among the technology-use practices of the three teachers were associated with their individual levels of teaching expertise. In addition, each teacher operated according to his or her own definition of technology integration. A theoretical definition of technology integration as the intersection of content knowledge, pedagogical knowledge, and technological knowledge is proposed. The findings have implications for the professional development of both preservice and inservice teachers, with recommendations for continued training in teaching as well as in technology use.”