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Towards an Integrated Perspective of Teachers' Technology Integration: A Preliminary Model and Future Research Directions.

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Title: Towards an Integrated Perspective of Teachers' Technology Integration: A Preliminary Model and Future Research Directions.
Authors: Lachner, Andreas1 andreas.lachner@uni-tuebingen.de, Backfisch, Iris1, Franke, Ulrike1
Source: Frontline Learning Research. 2024, Vol. 12 Issue 1, p1-15. 15p.
Subject Terms: *Teachers, *Learning, *Teacher development, Professional competence
Abstract: Technology integration is regarded as a crucial and complex endeavour to enhance students' learning and prepare them to participate in a digital society. Although the research landscape on teachers' technology integration is vivid and stimulating, an analytical model which synthesises different strands of research to model antecedents (i.e., teachers' professional competences), processes and outcomes of technology integration in an integrated manner is missing. That said, previous research was often rather product-oriented and ignored potential effects on students' learning processes and their achievement. To fill this gap, in this paper, we outline a preliminary model, the TPTI-model (teachers' professional competence for technology integration), in which we deliberately link different research perspectives on teachers' professional competences, professional vision and students' learning (processes) to model technology integration during teaching. Based on the preliminary TPTI-model, we propose future research directions, which may allow to gain a better understanding of the teacher- and student-related conditions as well as processes of technology integration and their effects on students' learning. [ABSTRACT FROM AUTHOR]
Copyright of Frontline Learning Research is the property of European Association for Research on Learning & Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22Lachner%2C+Andreas%22">Lachner, Andreas</searchLink><relatesTo>1</relatesTo><i> andreas.lachner@uni-tuebingen.de</i><br /><searchLink fieldCode="AR" term="%22Backfisch%2C+Iris%22">Backfisch, Iris</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Franke%2C+Ulrike%22">Franke, Ulrike</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Frontline+Learning+Research%22">Frontline Learning Research</searchLink>. 2024, Vol. 12 Issue 1, p1-15. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink>
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  Data: Technology integration is regarded as a crucial and complex endeavour to enhance students' learning and prepare them to participate in a digital society. Although the research landscape on teachers' technology integration is vivid and stimulating, an analytical model which synthesises different strands of research to model antecedents (i.e., teachers' professional competences), processes and outcomes of technology integration in an integrated manner is missing. That said, previous research was often rather product-oriented and ignored potential effects on students' learning processes and their achievement. To fill this gap, in this paper, we outline a preliminary model, the TPTI-model (teachers' professional competence for technology integration), in which we deliberately link different research perspectives on teachers' professional competences, professional vision and students' learning (processes) to model technology integration during teaching. Based on the preliminary TPTI-model, we propose future research directions, which may allow to gain a better understanding of the teacher- and student-related conditions as well as processes of technology integration and their effects on students' learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Frontline Learning Research is the property of European Association for Research on Learning & Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.14786/flr.v12i1.1179
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      – SubjectFull: Teacher development
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              Text: 2024
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