Gerget
This proposed quantitative, pre-experimental study evaluates best practices” to facilitate the advancement of technology for K–12 students aligned to cross curriculum strategies and activities through developing an online support network (OSN). Designing a teacher professional learning through curriculum integration strategies would precede wireless laptop classroom integration, create access for educators to share and plan new academic tasks collaboratively (Oliver, 2010). For instance, a study on OSN conducted by Stewart, Bachman and Babb (2009) promoted online teacher training technology through social constructivism (SC).
Stewart, Bachman and Babb (2009) found that online teacher training delivered a massive conventional teaching approach which can be incorporated to traditional pedagogy. The data collected based on the responses from a survey showed a changed in the attitudes with indicating that 89% of teacher trainer enjoyed the format of the course. While, 67% felt the course organized well; 73% found the lectures were informative. Ninety seven percent found online discussion helpful; 86% technology improved their technological skills; 70% would suggest the program to other educators. Stewart, Bachman and Babb (2009) study demonstrated a clear effect on altering the form of a promising future of prosperity along with the importance wireless technology usage in the instructional and, learning atmosphere through the strategy of social a constructivism (SC). According to Stewart, Bachman and Babb (2009) although, the online teacher training was successful, they were unable to establishing a relationship between teacher’s characteristics, online learning setting and the use of content.
Hennessy, Harrison, and Wamakote (2010) stressed that online teacher training has the greatest effects on teachers’ attitudes, skills, and confidence needed to infuse technology in the classroom effectively. However, effective change in teachers’ attitudes necessitates two
Stewart, Bachman and Babb (2009) found that online teacher training delivered a massive conventional teaching approach which can be incorporated to traditional pedagogy. The data collected based on the responses from a survey showed a changed in the attitudes with indicating that 89% of teacher trainer enjoyed the format of the course. While, 67% felt the course organized well; 73% found the lectures were informative. Ninety seven percent found online discussion helpful; 86% technology improved their technological skills; 70% would suggest the program to other educators. Stewart, Bachman and Babb (2009) study demonstrated a clear effect on altering the form of a promising future of prosperity along with the importance wireless technology usage in the instructional and, learning atmosphere through the strategy of social a constructivism (SC). According to Stewart, Bachman and Babb (2009) although, the online teacher training was successful, they were unable to establishing a relationship between teacher’s characteristics, online learning setting and the use of content.
Hennessy, Harrison, and Wamakote (2010) stressed that online teacher training has the greatest effects on teachers’ attitudes, skills, and confidence needed to infuse technology in the classroom effectively. However, effective change in teachers’ attitudes necessitates two