Skip to main content

Advertisement

SpringerLink
Log in

A systems-based approach to technology integration using mentoring and communities of practice

  • Development Article
  • Published:
Educational Technology Research and Development Aims and scope Submit manuscript

Abstract

The purpose of this article is to present a systems-based mentoring model of technology integration that follows a research-based path. The model moves teachers through four specific stages of technology adoption toward using technology to support learning in more student-centered ways. The model describes how a mentor can negotiate the interplay of multiple barriers (time, beliefs, access, professional development, culture) on teachers who are learning to integrate technology and suggests a number of strategies for integrating technology, such as establishing a culture of technology integration, modeling technology use, and creating teacher leaders. Unlike previous mentoring approaches to integrating technology into the classroom, this model culminates with the establishment of a teacher-led community of practice that uses the resources currently available at a school to support and sustain the implementation of the system. Suggestions for implementing the model in a variety of K-12 and higher education settings are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Abramovich, S. (2006). Early algebra with graphics software as a type II application of technology. Computers in the Schools, 22(3–4), 21–33. doi:10.1300/J025v22n03_03.

    Article  Google Scholar 

  • Adamy, P., & Heinecke, W. (2005). The influence of organizational culture on technology integration in teacher education. Journal of Technology and Teacher Education, 13(2), 233–255.

    Google Scholar 

  • Atkins, N. E., & Vasu, E. S. (2000). Measuring knowledge of technology usages and stages of concern about computing: A study of middle school teachers. Journal of Technology and Teacher Education, 8(4), 279–302.

    Google Scholar 

  • Barron, A. E., Harmes, J. C., & Kamker, K. (2005). Authentic instruction in laptop classrooms: Sample lessons that integrate type II applications. Computers in the Schools, 22(3–4), 119–130. doi:10.1300/J025v22n03_10.

    Google Scholar 

  • Bauer, J., & Kenton, J. (2005). Toward technology integration in the schools: Why it isn’t happening. Journal of Technology and Teacher Education, 13(4), 519–546.

    Google Scholar 

  • Becker, H. J., & Ravitz, J. L. (2001). Computer use by teachers: Are cuban’s predictions correct? Paper presented at the annual meeting of the American Educational Research Association, Seattle.

  • Bradshaw, L. K. (2002). Technology for teaching and learning: Strategies for staff development and follow-up support. Journal of Technology and Teacher Education, 10(1), 131–150.

    Google Scholar 

  • Brown, C. (2007). Learning through multimedia construction—A complex strategy. Journal of Educational Multimedia and Hypermedia, 16(2), 93–124.

    Google Scholar 

  • Brown, J. S., Collins, A., & Deguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.

    Google Scholar 

  • Brzycki, D., & Dudt, K. (2005). Overcoming barriers to technology use in teacher preparation programs. Journal of Technology and Teacher Education, 13(4), 619–641.

    Google Scholar 

  • Bullock, D. (2004). Moving from theory to practice: An examination of the factors that preservice teachers encounter as they attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education, 12(2), 211–237.

    Google Scholar 

  • Chuang, H., Thompson, A., & Schmidt, D. (2003). Faculty technology mentoring programs: Major trends in the literature. Journal of Computing in Teacher Education, 19(4), 101–106.

    Google Scholar 

  • Clark, K. (2006). Practices for the use of technology in high schools: A Delphi study. Journal of Technology and Teacher Education, 14(3), 481–499.

    Google Scholar 

  • Cole, K., Simkins, M., & Penuel, W. R. (2002). Learning to teach with technology: Strategies for inservice professional development. Journal of Technology and Teacher Education, 10(3), 431–455.

    Google Scholar 

  • Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school clasrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813–836. doi:10.3102/00028312038004813.

    Article  Google Scholar 

  • Dick, W., Carey, L., & Carey, J. O. (2001). The Systematic design of instruction (5th ed.). New York: Addison-Wesley Educational Publishers Inc.

    Google Scholar 

  • Donovan, L., Hartley, K., & Strudler, N. (2007). Teacher concerns during initial implementation of a one-to-one laptop initiative at the middle school level. Journal of Research on Technology in Education, 39(3), 263–286.

    Google Scholar 

  • Duffy, T. M., & Jonassen, D. H. (1992). Constructivism: New implications for instructional technology. In T. M. Duffy & D. H. Jonassen (Eds.), Constructivism and the technology of instruction (pp. 1–16). Hillsdale, New Jersey: Lawrence Erlbaum Associates, Inc.

    Google Scholar 

  • Earle, R. S. (2002). The integration of instructional technology into public education: Promises and challenges. Educational Technology, 42(1), 5–13.

    Google Scholar 

  • Easley, L., & Hoffman, S. (2000). Creating an electronic classroom: A practical guide. International Journal of Social Education, 15(1), 80–93.

    Google Scholar 

  • Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61. doi:10.1007/BF02299597.

    Article  Google Scholar 

  • Ertmer, P. A. (2001). Responsive instructional design: Scaffolding the adoption and change process. Educational Technology, 41(6), 33–38.

    Google Scholar 

  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 41–56. doi:10.1007/BF02504683.

    Article  Google Scholar 

  • Feist, L. (2003). Removing barriers to professional development. T.H.E. Journal, 30(11), 30–36.

  • Finley, L., & Hartman, D. (2004). Institutional change and resistance: Teacher preparatory faculty and technology integration. Journal of Technology and Teacher Education, 12(3), 319–337.

    Google Scholar 

  • Forcier, R. C., & Descy, D. E. (2008). The computer as an educational tool: Productivity and problem solving (5th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.

  • Franklin, T., Turner, S., Kariuki, M., & Duran, M. (2001). Mentoring overcomes barriers to technology integration. Journal of Computing in Teacher Education, 18(1), 26–31.

    Google Scholar 

  • Friedrichsen, P. M., Dana, T. M., Zembal-Saul, C., Munford, D., & Tsur, C. (2001). Learning to teach with technology model: Implementation in secondary science teacher education. Journal of Computers in Mathematics and Science Teaching, 20(4), 377–394.

    Google Scholar 

  • Gallagher, S. (2000). Classroom-based technology training for inservice teachers. In C. Crawford, et al. (Eds.), Proceedings of society for information technology and teacher education international conference, 2000 (pp. 633–635). Chesapeake, VA: AACE.

  • Glazer, E., Hannafin, M. J., & Song, L. (2005). Promoting technology integration through collaborative apprenticeships. Educational Technology Research and Development, 53(4), 57–67. doi:10.1007/BF02504685.

    Article  Google Scholar 

  • Hayes, D. N. A. (2007). ICT and learning: Lessons from Australian classrooms. Computers and Education, 49, 385–395. doi:10.1016/j.compedu.2005.09.003.

    Article  Google Scholar 

  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252. doi:10.1007/s11423-006-9022-5.

    Article  Google Scholar 

  • Hinson, J., LaPrairie, K., & Heroman, D. (2005). One size does not fit all: The technology integration model. THE Journal, Technology Horizons in K-12 Education, 32(11), 26–30.

    Google Scholar 

  • Hinson, J., LaPrairie, K., & Heroman, D. (2006). A failed effort to overcome tech barriers in a K-12 setting: What went wrong and why. International Journal of Technology in Teaching and Learning, 2(2), 148–158.

    Google Scholar 

  • Hu, P. J.-H., Clark, T. H. K., & Ma, W. W. (2007). Examining technology acceptance by school teachers: A longitudinal study. Information and Management, 41, 227–241. doi:10.1016/S0378-7206(03)00050-8.

    Article  Google Scholar 

  • Hughes, J. (2004). Technology learning principles for preservice and in-service teacher education. Contemporary Issues in Technology and Teacher Education, 4(3), 345–362.

    Google Scholar 

  • Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277–302.

    Google Scholar 

  • Hughes, J. E., & Ooms, A. (2004). Content-focused technology inquiry groups: Preparing urban teachers to integrate technology to transform student learning. Journal of Research on Technology in Education, 36(4), 397–411.

    Google Scholar 

  • Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.

  • Joyce, B., & Showers, B. (1995). Student achievement through staff development: Fundamentals of school renewal. New York: Longman.

  • Kanaya, T., Light, D., & Culp, K. M. (2005). Factors influencing outcomes from a technology-focused professional development program. Journal of Research on Technology in Education, 37(3), 313–329.

    Google Scholar 

  • Koehler, M. J., & Mishra, P. (2005). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94–102.

    Google Scholar 

  • Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy, and technology. Computers and Education, 49, 740–762. doi:10.1016/j.compedu.2005.11.012.

    Article  Google Scholar 

  • Kopcha, T. J., & Sullivan, H. J. (2007). Self-presentation bias in surveys of teachers’ educational technology practices. Educational Technology Research and Development, 56(3), 265–286.

    Google Scholar 

  • Lai, K.-W., Trewen, A., & Pratt, K. (2002). Computer coordinators as change agents: Some New Zealand observations. Journal of Technology and Teacher Education, 10(4), 539–551.

    Google Scholar 

  • Lei, J., & Zhao, Y. (2007). Technology uses and student achievement: A longitudinal study. Computers and Education, 49, 284–296. doi:10.1016/j.compedu.2005.06.013.

    Article  Google Scholar 

  • Levin, T., & Wadamy, R. (2006–2007). Teachers’ beliefs and practices in technology-based classrooms: A developmental view. Journal of Research on Technology in Education, 39(2), 157–181.

    Google Scholar 

  • Lim, C. P., & Khine, M. (2006). Managing teachers’ barriers to ICT integration in Singapore schools. Journal of Technology and Teacher Education, 14(1), 97–125.

    Google Scholar 

  • Machin, S., McNally, S., & Silva, O. (2007). New technology in the schools: Is there a payoff? The Economic Journal, 117(522), 1145–1167. doi:10.1111/j.1468-0297.2007.02070.x.

    Article  Google Scholar 

  • Marcovitz, D. M. (2000). The roles of computer coordinators in supporting technology in schools. Journal of Technology and Teacher Education, 8(3), 259–273.

    Google Scholar 

  • Matzen, N. J., & Edmunds, J. A. (2007). Technology as a catalyst for change: The role of professional development. Journal of Research on Technology in Education, 39(4), 417–430.

    Google Scholar 

  • Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

    Google Scholar 

  • Neiderhauser, D. S., & Lindstrom, D. L. (2006). Addressing the NETS for students through constructivist technology use in K-12 classrooms. Journal of Educational Computing Research, 34(1), 91–128. doi:10.2190/E0X3-9CH0-EE2B-PLXG.

    Article  Google Scholar 

  • Norris, C., Sullivan, T., Poirot, J., & Soloway, E. (2003). No access, no use, no impact: Snapshot surveys of educational technology in K-12. Journal of Research on Technology in Education, 36(1), 15–27.

    Google Scholar 

  • Polselli, R. (2002). Combining web-based training and mentorship to improve technology integration in the K-12 classroom. Journal of Technology and Teacher Education, 10(2), 247–272.

    Google Scholar 

  • Rakes, G. C., Fields, V. S., & Cox, K. E. (2006). The influence of teachers’ technology use on instructional practices. Journal of Research on Technology in Education, 38(4), 409–424.

    Google Scholar 

  • Reiser, R. A., & Dick, W. (1996). Instructional planning: A guide for teachers (2nd ed.). Needham Heights, MA: Allyn & Bacon.

    Google Scholar 

  • Rochelle, J., Pea, R., Hoadly, C., Gordin, D., & Means, B. (2001). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10(2), 76–101. doi:10.2307/1602690.

    Article  Google Scholar 

  • Smith, S. J., & Smith, S. B. (2004). Technology integration solutions: Preservice student interns as mentors. Assistive Technology: Benefits and Outcomes, 1, 42–56.

    Google Scholar 

  • Snoeyink, R., & Ertmer, P. A. (2001–2002). Thrust into technology: How veteran teachers respond. Journal of Educational Technology Systems, 30(1), 85–111. doi:10.2190/YDL7-XH09-RLJ6-MTP1.

    Article  Google Scholar 

  • Staples, A., Pugach, M. C., & Himes, D. (2005). Rethinking the technology integration challenge: Cases from three urban elementary schools. Journal from Research on Technology in Education, 37(3), 285–311.

    Google Scholar 

  • Swan, B., & Dixon, J. (2006). The effects of mentor-supported technology professional development on middle school mathematics teachers’ attitudes and practice. Contemporary Issues in Technology and Teacher Education, 6(1), 67–86.

    Google Scholar 

  • Swan, K., Holmes, A., Vargas, J. D., Jennings, S., Meier, E., & Rubenfeld, L. (2002). Situated professional development and technology integration: The capital area technology and inquiry in education (CATIE) mentoring program. Journal of Technology and Teacher Education, 10(2), 169–190.

    Google Scholar 

  • Vanatta, R. A., & Fordham, N. (2004). Teacher dispositions as predictors of classroom technology use. Journal of Research on Technology in Education, 36(3), 253–271.

    Google Scholar 

  • Waight, N., & Abd-El-Khalick, F. (2007). The impact of technology on the enactment of “Inquiry” in a technology enthusiast’s sixth grade science classroom. Journal of Research in Science Teaching, 44(1), 154–182. doi:10.1002/tea.20158.

    Article  Google Scholar 

  • Ward, J. R., West, L. S., & Isaak, T. J. (2002). Mentoring: A strategy for change in teacher technology education. Journal of Technology and Teacher Education, 10(4), 553–569.

    Google Scholar 

  • Wells, J., & Lewis, L. (2006). Internet access in US public schools and classrooms: 1994–2005 (NCES 2007–020). US Department of Education. Washington, DC: National Center for Education Statistics.

    Google Scholar 

  • Whitehead, B., Jensen, D., & Boschee, F. (2003). Planning for technology: A guide for school administrators, technology coordinators, and curriculum leaders. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Whitfield, C. M., & Latimer, B. T. (2003). A model for technology integration. Learning and Leading with Technology, 30(4), 50–55.

    Google Scholar 

  • Zhao, Y., Lei, J., & Frank, K. A. (2006). The social life of technology: An ecological analysis of technology diffusion in schools. Pedagogies: An International Journal, 1(2), 135–149.

    Article  Google Scholar 

  • Zhao, Y., & Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807–840. doi:10.3102/00028312040004807.

    Article  Google Scholar 

  • Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482–515. doi:10.1111/1467-9620.00170.

    Article  Google Scholar 

Download references

Acknowledegment

The author would like to thank Robert Atkinson, Ph.D. and Eric Lindner at Arizona State University for their suggestions during the initial stages of conceptualizing the model.

Author information

Authors and Affiliations

  1. Department of Educational Technology, San Diego State University, San Diego, CA, 92182-1182, USA

    Theodore J. Kopcha

Authors
  1. Theodore J. Kopcha
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Theodore J. Kopcha.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Kopcha, T.J. A systems-based approach to technology integration using mentoring and communities of practice. Education Tech Research Dev 58, 175–190 (2010). https://doi.org/10.1007/s11423-008-9095-4

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11423-008-9095-4

Keywords

Search

Navigation