Technology Integration for Student-Centered Learning: A Model for Teacher Professional Development Programs
The use of digital technology for the improvement of teaching and learning has been the focus of many educational reform efforts in recent years. Access to digital technology and the reported frequency of its use in classrooms have increased. However, sev
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Technology Integration for Student-Centered Learning: A Model for Teacher Professional Development Programs Sahana Murthy, Jayakrishnan M. Warriem and Sridhar Iyer
Abstract The use of digital technology for the improvement of teaching and learning has been the focus of many educational reform efforts in recent years. Access to digital technology and the reported frequency of its use in classrooms have increased. However, several studies have shown that meaningful integration of the technologies with effective pedagogical strategies has not happened. While the affordances of digital technologies can enable student-centered learning and promote higher level learning outcomes, teaching practices with technology have largely followed the information transmission model. Lack of research on effective integration of technology, especially in higher education settings, has led to the problems such as ineffective use of technology and lack of dissemination of good pedagogical practices at a systemic level. In this article, we describe a model, Attain-Align-Integrate-Investigate, for teacher professional development programs on effective technology integration. We apply the model to design and deploy a large-scale (4000 participants) teacher professional development program in a higher education engineering context in India. We present evidence of teachers effectively integrating the technology with student-centric teaching practices.
Keywords Student-centered learning Staff profession development Technology integration
S. Murthy (&) J.M. Warriem S. Iyer Indian Institute of Technology Bombay, Mumbai, India e-mail: [email protected] J.M. Warriem e-mail: [email protected] S. Iyer e-mail: [email protected] © Springer Nature Singapore Pte Ltd. 2017 S.C. Kong et al. (eds.), Emerging Practices in Scholarship of Learning and Teaching in a Digital Era, DOI 10.1007/978-981-10-3344-5_4
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Introduction
The use of information and communication technologies in teaching and learning provides several benefits due to their affordances, and hence should be used to promote student-centered learning (Howland, Jonassen, & Marra, 2012). While access to digital technologies and the reported frequency of use in classrooms have increased (Greenhow, Robelia, & Hughes, 2009), challenges related to technology-supported student-centered teaching remain. Inadequate preparation of teachers to use technology and implement new instructional strategies (Brown & Warschauer, 2006), and teachers’ beliefs and attitudes toward technology (Ertmer, 2005) have prevented meaningful integration of technology with effective pedagogical strategies. Despite its known benefits, student-centered learning approaches with technology are still not common, and the use of technologies is often limited to information transmission (Lim & Chai, 2008). Teacher professional development programs at the K-12 level have emphasized the integration of technology with constructivist pedagogical practices (Howland, et al., 2012). Howe
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