Layers and Links: Learning to Juggle "One More Thing" in the Classroom

Autor/inn/en	Schussler, Deborah L.; Poole, Inge R.; Whitlock, Tracy W.; Evertson, Carolyn M.
Titel	Layers and Links: Learning to Juggle "One More Thing" in the Classroom
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 23 (2007) 5, S.572-585 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2007.01.016
Schlagwörter	Teaching Methods; Familiarity; Collegiality; Models; Teacher Attitudes; Technology Integration; Pedagogical Content Knowledge; Technology Uses in Education; Context Effect; Interdisciplinary Approach; Case Studies; Visual Aids + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kollegialität; Analogiemodell; Lehrerverhalten; Pädagogische Kompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Case study; Fallstudie; Case Study; Anschauungsmaterial
Abstract	This paper presents a model--"hypertextual function"--to consider teachers' thinking, practice, and development in the use of technology. Hypertextual function is a multi-dimensional model linking a teacher's knowledge about students ("familiarity") and technology ("facility"), with a teacher's teaching practice of integrating technology with content ("transparency") and across disciplines and experiences ("connectivity"), and a teacher's sense of support ("collegiality"). Additionally, a teacher's context affects each of these. Such a model is important as technology becomes more pervasive and integrating technology into classrooms adds another layer of complexity to teaching. Case studies and graphic representations of the proposed model are presented. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10