How can teachers increase the authenticity in their classrooms to ensure that students are engaged in meaningful

activities that they can apply to their everyday lives? Christy Loftis
Rakes G., Fields V., and Cox K. The Best of JRTE: The Influence of Teachers Technology Use on Instructional Practices.
Considerations on Educational Technology Integration Pages 130-144.
This article investigated the lack of technology use, skills, and authenticity in rural area schools. Teachers and schools
were evaluated to determine if there was a positive relationship between classroom technology use, personal computer
use, and constructivist instructional practices.

Rakes G., Flowers B., Holly C., & Santana R.(1999) An Analysis of Instructional Technology Use and Constructivist
Behaviors in K-12 Teachers. International Journal of Educational Technology, Volume 1 No. 2. Retrieved from
http://education.illinois.edu/ijet/v1n2/rakes/index.html
The purpose of this study was to determine if instructional technology availability affects the use of constructivist
behaviors in K-12 teachers. This study provides evidence that the use of technology may provide a tool that facilitates
constructivist behaviors in classroom teachers. As more technology becomes available, the use of technology, and
technology skill levels will increase, and the use of constructivist practices in the classroom will increase. Technology
availability and skills can have a positive impact on the overall behavior of the classroom teacher.


Nanjappa A. & Grant M.( 2003) Construction on Constructivism: The Role of Technology, Volume 2 No. 1 Retrieved from
http://ejite.isu.edu/Volume2No1/nanjappa.htm

This research examines the interrelationship between constructivist instructional practices and the use of technology in
classrooms. This article reports the successful use of constructivist course modules and technology as a learning tool
that benefited both the student and the teacher. It is determined that the teacher is free to use a variety of
constructivist strategies such as coaching, modeling, and scaffolding to aid each learner. This article talks about
changing the views of computers as just a means to deliver instruction to a useful tool that can solve problems and
ultimately influence more use of the computer to reform education.