Part 1, Part 2 after article review

Summary

In The How and How Much of Technology Use in the Classroom, Loukia and Netta investigate the motivational factors influencing teachers’ decisions to use technology, both in frequency and instructional quality. The study distinguishes between "how much" and "how" technology is used. The researchers surveyed 338 teachers in Israel and analyzed how motivation types affect these.  The findings show that interest in improving learning or personal growth was strongly associated with effective use of technology. In contrast, pressure from policy or fear of judgment was linked with frequent use, but not necessarily effective use. The study highlights that simply increasing how much technology is used in classrooms is insufficient; the quality and intent behind the use matters greatly for student outcomes.

Analysis

The article focuses on classroom technology integration. Instead of measuring success solely by how often tech is used, the authors emphasize motivation and instructional purpose, which are often overlooked. This focus helps shift the conversation from quantity to quality of tech use, a move aligned with student-centered and constructivist teaching principles.

The use of self-determination theory (SDT) as the framework is particularly effective, offering a lens through which to view instructional choices. The research includes a large and diverse sample size and uses statistical methods. However, the study is based on self-reporting and may not fully capture how teachers implement technology in real classroom settings.

The findings suggest professional development should focus not just on technical skills, but also on fostering intrinsic motivation.  The teachers should take ownership and have confidence in using digital tools. The study warns against top-down mandates that may lead to high-tech use without instructional depth.

Personal Response

This article made me reflect on how easy it is to confuse more technology with better teaching. I’ve seen classrooms full of smartboards and tablets that didn’t seem to enhance learning and this helps highlight why. When teachers are excited and believe in the value of technology, they’re more likely to use it.  It is important that it is creative and focused on the student.  However, when a teacher feels compelled to use it, then it becomes more just checking a box and not very effective.

This article encouraged me to think not only about what tools I’ll use but why I’ll use them. It made me realize that school administrators and policymakers need to provide proper training and support, and not just hand them devices or mandate their use. It is important to create a culture of curiosity and trust seems just as important as training in new tech.

References

Loukia, D., & Netter, W. (2024). The how and how much of technology use in the classroom: A

motivational approach to teachers’ technology use. European Journal of Education,

59(4), 1-15. https://doi.org/10.1111/ejed.12674

Part 2:

A bluetooth enabled hearing aid is very useful to a student with a hearing-impaired disability.  It consists of a box that hangs around the teacher’s neck and picks up audio, especially from the teacher.  The box is connected via Bluetooth to the student’s in-ear hearing aids and transmits whatever the teacher is saying to the student.  This makes it easier for the student to understand and follow along.  The teacher also has the ability to mute what is sent which is useful when the teacher is not addressing the class.  Battery charge and reliability can be limitations, but overall the devices are very beneficial to the student.

Part 1, Part 2 after article review

Summary

Isik’s article in 2024 examines how teacher beliefs in constructivism and their attitudes toward computers serve as predictors of their intended use of technology in the classroom. Using survey data, Isik finds a correlation between those who utilize constructivism views of learning that are then predisposed to utilize technology for student-centered, inquiry-based activities. Positive attitudes toward computers result, such as such as a comfort, confidence, and willingness to use them This influences whether teachers intend to use technology effectively. Isik also concludes that teachers with strong constructivist beliefs may still hesitate to integrate technology if their attitudes toward computers are negative or anxious.

Analysis

Isik’s study highlights insights into the field of teacher preparation. It reinforces the need to address not only pedagogical beliefs but also the emotional and psychological dimensions of technology use. Teacher education programs emphasize the “why” of using technology (to support active learning) but then neglect the “how,” especially in terms of developing confidence and skills.

The study focuses on pre-service teachers, providing actionable implications for teacher education. Its reliance on self-reported intentions rather than observed classroom behaviors is a limitation. Real-world factors such as institutional constraints, school culture, and available resources also play important roles and could be explored in future research.

Personal Response

I found this article both practical and timely.  I appreciated how Isik highlighted the complex interplay between beliefs, attitudes, and practice. Too often, schools adopt new technologies without considering whether teachers are emotionally prepared or philosophically aligned with their use. Isik’s concluseds that teacher education programs must do more than train teachers to use tools.  They must build confidence, challenge misconceptions, and model how technology can enhance constructivist learning environments.

References

Isik, A. (2021). Constructivist beliefs and the attitudes towards computers as predictors of

classroom technology use among pre-service teachers. International Journal of

Technology in Education and Science (IJTES), 5(1), 56-70.

https://doi.org/10.46328/ijtes.95

Part 2:

A Promethean Board is an interactive whiteboard designed to enhance teaching and learning through technology integration. It functions as a large, touch-sensitive display that connects to a computer and projector, allowing teachers and students to interact directly with digital content using their fingers or special pens. Promethean Boards are part of the ActivPanel series, which often include additional tools such as styluses, speakers, and educational software. Promethean Boards are widely used to create dynamic, interactive, and engaging classroom environments. They support a variety of teaching strategies, from direct instruction to collaborative group work, and help integrate technology seamlessly into lessons.