EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper presents an expansion of the Will, Skill, Tool model of technology integration originally developed in 2000 (Knezek, Christensen, Hancock, and Shoho, 2000). This model posits that educator desire to use technology (will), training in use of technology (skill), and access to information processing hardware, software and support structures (tool), are all necessary for full integration of technology into the classroom environment . The expanded Will, Skill, Tool Model is designed to provide a workable framework for examining the interplay of multiple variables in operant, phenomenological, social cognitive, volitional, and socio-cultural aspects of the student, teacher, and technology relationship.
Hancock, R., Knezek, G. & Christensen, R. (2003). The Expanded Will, Skill, Tool Model : A Step toward Developing Technology Tools That Work. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1415-1422). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 23, 2019 from https://www.learntechlib.org/primary/p/11137/.
© 2003 Association for the Advancement of Computing in Education (AACE)
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Teacher Indicators for Technology Enhanced Teaching and Learning: Expanding Outcomes from EDUSummIT 2015
Rhonda Christensen, University of North Texas, United States; Dale Niederhauser, West Virginia University, United States; Gerald Knezek, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1028–1035
Gerald Knezek, University of North Texas, United States; Rhonda Christensen, Institute of Integration of Technology into Teaching and Learning, United States; Tandra Tyler-Wood, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1539–1545
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