An Investigation of Factors Influencing the Use of Computer Technology by Middle School Principals PDF Download
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Author: Robin Diane Brown
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 212
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Author: Robin Diane Brown
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 212
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Author: Bruce Ray Ellis
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 304
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Author: Mojgan Afshari
Publisher: LAP Lambert Academic Publishing
ISBN: 9783845477046
Category :
Languages : en
Pages : 204
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The purpose of this study was firstly to identify the extent to which Iranian secondary school principals used computers and secondly to explore the relationship between a number of variables related to the use of information and communications technology (ICT). Findings indicated that four factors played a role in explaining the level of computer use by principals. These factors included high level of computer access, strong perceptions of the attributes of ICT, high level of computer competence, as well as the high level of transformational leadership behaviors, all contributed significantly to the level of computer use by principals. All four constructs are equally important but have varying impacts on computer use. Therefore, all four constructs should be viewed in an integrated manner in accordance to the conceptual model proposed in this study.
Author: Samia A. Wahab
Publisher: Universal-Publishers
ISBN: 1599427044
Category :
Languages : en
Pages : 179
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There is a need to understand the factors correlating with teachers' instructional use of computers, because much of the present research focuses on students rather than teachers. This study examines several factors relating to the use of computers in the classroom by teachers. The factors examined include teacher attitudes, emotions, beliefs, and outside influences. This was done by a review of the present literature, administering two surveys, and analyzing the survey data. Questionnaires were distributed to faculty at five randomly selected high schools in a Midwest city participating in the study. Data from the survey was then examined to determine which factors correlate with teacher computer use in the classroom. The results of this study will help improve understanding of teachers' instructional computer use.
Author: John Douglas Coutts
Publisher:
ISBN:
Category : Computer literacy
Languages : en
Pages : 286
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 604
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Author: Lois J. Cavucci
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 330
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This study examined the barriers to integrating computer technology in middle school curriculum and formulated possible strategies to help educators overcome identified barriers for the benefit of students and the educational program. Three hundred and ninety-seven survey instruments were personally delivered to middle schools in the state of Ohio. The respondents were representative of teachers in Mahoning and Trumbull Counties. The data from this survey was sufficient to identify barriers and offer possible strategies. The survey data identified five factors as possible barriers to the utilization of computer technology in the classroom. These barriers are (a) technology equipment that did not function properly or did not function at all, (b) the lack of training, (c) the lack of time to successfully integrate computer technology into the classroom, (d) the students' familiarity with computer technology and/or lack of computer technology in students' homes, and (e) the cost associated with computer technology classes at a university or college. This study also identified possible strategies for future use that would encourage teachers to utilize computer technology in the classroom. These strategies are (a) provide in-services at the end of a workday, (b) have a technology support staff person available to middle school teachers on a daily basis, (c) staff meetings with computer technology experts to present new and innovative ideas to the middle school teachers, and (d) technology equipment in properly working order that would allow middle school teachers to utilize computer technology when they desired to do so.
Author: Marlee Rice
Publisher:
ISBN:
Category :
Languages : en
Pages : 282
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Book Description
Over the past decade the ratio of student to computer has decreased rapidly (National Center for Education Statistics, 2008). Technology is constantly evolving; students in today's classrooms are "digital natives" (Prensky, 2005). The United States government has devoted many plans of action through their evolving Office of Educational Technology (U.S. Department of Education, 2017). Schools have employed 1:1 technology programs for students but the National Assessment of Educational Progress (NAEP) assessments have shown limited progress of students' scores for both math and reading (Neuhaus et al., 2018). To what extent do educators integrate technology in their classroom instructional practice? To what extent does technology improve teaching and learning? What impact does technology have on teachers' instruction? This study used a mixed method case study methodology to gather research in a suburban middle school that currently employs a 1:1 Chromebook initiative, for the past six years. The researcher conducted a survey with a sample size of 64 teachers. Semi-focused interviews also took place with 6 educators in different departments with 5 years of experience before and 6 years of experience after the Chromebook initiative had taken place. Statistical software was used to uncover trends and themes within collected data. The quantitative findings were significant and resulting implications can be used to support teacher efficacy when integrating educational technology in instruction. Teacher preparation for 1:1 technology integration and a common goal communicated to all constituents would lead to a technology rich environment. Additionally, teachers' content and technological knowledge should be in line with pedagogical knowledge. Technology should be seen as a tool to support pedagogy and content knowledge. A recommendation for future research is to complete an explanatory study to use the quantitative research to structure qualitative interview questions, as this study completed both pieces of the mixed method study simultaneously. This study's findings have implications for teachers, administrators, and educational policy makers
Author: Gary G. Ury
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 320
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The purpose of this study was to develop a valid and reliable survey that could be used to determine the level of computer usage and performance to National Education Technology Standards for Administrators (NETS*A) by public school principals. Additionally, the study provided data concerning trends and differences between computer usage, performance to NETS*A, and the independent variables of gender, school size, school level, years as a principal, years in K-12 education, and Missouri Technology Leadership Academy (MTLA) attendance. The findings supported the Survey of Technology Standards for School Administrators (STSSA) as a valid and reliable instrument. Factor analysis allowed the reduction of items from the original 29 dependent variables to 16 dependent variables. The 16 items were combined into the five super variables of Advanced computer usage, Internet computer usage, Leadership standards, Productivity standards, and Social/ethical standards. Significant differences were found among and between the super variables and the independent variables. The findings led to the formation of the following conclusions. The STSSA in its original form or the new shortened form can reliably collect responses from public school principals about their perceived use of computers and performance to NETS*A produced by the International Society for Technology Education (ISTE). The NETS*A are equally applicable to male and female public school principals from large and small schools across all levels of K-12 education. However, some of the NETS*A may apply to public school administration at levels other than building principal. ISTE should expand this study to determine if some realignment of standards is necessary or if the findings of this study were peculiar to Missouri public school principals. The study demonstrated that principals can show significant performance to NETS*A regardless of their reported level of computer usage. MTLA attendance increased the reported performance to Advanced computer usage, Internet computer usage, and Social/ethical standards. Indications were that MTLA should increase efforts in the areas of leadership and productivity standards.
Author: Thelma M. Hinds
Publisher:
ISBN:
Category : Educational innovations
Languages : en
Pages : 284
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