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Author: Megan Knops
Publisher:
ISBN: 9780355628234
Category : Education, Elementary
Languages : en
Pages : 137
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Book Description
Research supports the educational value of students using one-to-one devices in the school setting. For the purpose of this case study, a one-to-one device is a small portable electronic computing device. This dissertation examines how putting a one-to-one-device into the hands of every student directly affects the professional development needs of teachers as it relates to teachers' ability to integrate technology into their instruction. Specifically, this case study analyzes how professional development is perceived by teachers as it relates to their integration of one-to-one technology into instruction and what type of professional development teachers prefer in order to meaningfully implement one-to-one technology into their instruction. Hence, this dissertation addresses what type of technology professional development is necessary for the successful implementation of one-to-one devices. This case study looked at teacher self-efficacy in using technology during instruction, as well as the professional development needs teachers may have, which would allow for their effective integration of technology into instruction. The results indicate that if technology is an integral part of how a teacher delivers instruction, teachers then need to be empowered with the necessary professional development. After analyzing the teachers' perceptions of professional development as it related to one-to-one technology integration, the three themes that emerged from this case study were lack of structured professional development, unclear expectations, and attitudinal resistance to one-to-one device integration. This case study identified that the teachers in the study's school district lack the appropriate level of professional development to implement one-to-one technology meaningfully into their instruction. By identifying the problem and analyzing the data through an online survey and face-to-face interviews, the reader will be better able to understand why teachers may not be prepared to deliver instruction using one-to-one devices without a more defined vision from their district and technology professional development that will meet their individual needs. These findings are significant because they will help school districts plan the appropriate level and types of professional development opportunities that are needed to support their teachers in effectively implementing one-to-one technology into instruction.
Author: Megan Knops
Publisher:
ISBN: 9780355628234
Category : Education, Elementary
Languages : en
Pages : 137
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Book Description
Research supports the educational value of students using one-to-one devices in the school setting. For the purpose of this case study, a one-to-one device is a small portable electronic computing device. This dissertation examines how putting a one-to-one-device into the hands of every student directly affects the professional development needs of teachers as it relates to teachers' ability to integrate technology into their instruction. Specifically, this case study analyzes how professional development is perceived by teachers as it relates to their integration of one-to-one technology into instruction and what type of professional development teachers prefer in order to meaningfully implement one-to-one technology into their instruction. Hence, this dissertation addresses what type of technology professional development is necessary for the successful implementation of one-to-one devices. This case study looked at teacher self-efficacy in using technology during instruction, as well as the professional development needs teachers may have, which would allow for their effective integration of technology into instruction. The results indicate that if technology is an integral part of how a teacher delivers instruction, teachers then need to be empowered with the necessary professional development. After analyzing the teachers' perceptions of professional development as it related to one-to-one technology integration, the three themes that emerged from this case study were lack of structured professional development, unclear expectations, and attitudinal resistance to one-to-one device integration. This case study identified that the teachers in the study's school district lack the appropriate level of professional development to implement one-to-one technology meaningfully into their instruction. By identifying the problem and analyzing the data through an online survey and face-to-face interviews, the reader will be better able to understand why teachers may not be prepared to deliver instruction using one-to-one devices without a more defined vision from their district and technology professional development that will meet their individual needs. These findings are significant because they will help school districts plan the appropriate level and types of professional development opportunities that are needed to support their teachers in effectively implementing one-to-one technology into instruction.
Author: Connie M. Crane
Publisher:
ISBN:
Category : Career development
Languages : en
Pages :
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Book Description
Issues surrounding technology integration are varied. Over the last decade, the presence of technology in elementary classrooms has increased; however, research indicates that many teachers are not utilizing these resources effectively. Although research supports the notion that technology in the classroom has an influence on student learning, research also points to the teacher as an important lynch pin in technology integration in the curriculum (Mandell, Sorge, & Russell, 2002). The purpose of this study was to investigate how technology is used and integrated into the elementary curriculum and to explore the influence of technology on student success. The study focused primarily on the teachers' knowledge and skill levels in using and integrating technology into the curriculum and on professional development opportunities in the area of technology use and integration provided to teachers. Using a mixed method comparative design, data were generated from teacher surveys and focus group and individual interviews. Data from the survey questionnaire were analyzed using descriptive statistics. A t-test was used to determine if there was a significant difference between the groups of teachers, including those from a non-technology school and those from a technology school who teach in non-technology and technology classrooms. Focus group and individual interview data were analyzed in order to identify patterns and topics of belief, values, and practices related to the teachers' classroom technology use. The two schools in this study were an elementary school (technology school) that has an intensive technology program (eMINTS) and another elementary school (nontechnology school) that does not have an intensive technology program. The following subgroups of teachers from the schools were included in the study: a) teachers in grades K-3 of both schools b) teachers in the non-technology school grades 1-3 and Non-eMINTS teachers in the technology school K-6 c) teachers in the non-technology school grades 1-3 and teachers in the eMINTS program grades 3-6 d) teachers in the technology school grades 3-6 that were eMINTS teachers and teachers in the same school grades K-6 that were not eMINTS teachers. The findings revealed significant differences between teachers' perceptions of their roles and responsibilities for integrating technology, the influence of technology on student success, and the type of professional development activities conducted. With the eMINTS grades 3-6 versus Non-eMINTS grades K-6 analysis at the technology school, there was a significant difference in beliefs and reality of the teachers. Non-eMINTS teachers perceived greater external pressure to use and integrate technology in the classroom; whereas, the eMINTS teachers in grades 3-6 identified a greater ideology about, competence level in, and resources available for technology. Differences in perceptions about professional development were also found. Qualitative findings for this study revealed three primary themes that appear to be essential to understanding the use and integration of technology in elementary classrooms and the influence of technology on student success. Those primary themes include: (1) barriers to technology integration; (2) importance of technology training; and (3) learning environment.
Author: Peter J. Aiken
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 122
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Book Description
The purpose of this qualitative study was to ascertain the perceptions of technology integration by teachers from three one-to-one computing high schools in Pennsylvania. The three schools studied were all in various stages of the one-to-one initiative. The study was guided by two questions: What are the perceptions of teachers from three one-to-one computing high schools related to the use of technology in their classrooms? Also, what are the teachers' perceptions of professional development needs related to one-to-one laptop use? The perceptions of 89 teachers were collected using an online survey. The first part of the survey identified the tasks for which the students were using technology, the years of experience of the teachers, and the content areas of the teachers. The second part of the survey asked the teachers to respond to statements aligned to the levels of technology integration. The final part of the survey asked the teachers to respond to statements regarding frequency and types of professional development. Personal interviews were conducted with 22 participants from the three different schools. The findings indicate the teachers from the three schools studied perceived a high rate of technology integration. Additionally, the professional development program in regards to technology integration was most effective when it was teacher led, content focused, and choice driven.
Author: Evelyn Ferro-Cuello
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 0
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Book Description
This study aimed to gather the perceptions of primary school teachers on integrating technology in their classrooms and determine the barriers or supports that could provide a more seamless and effective integration process. Technology has long played an important role in education. It has been used to strengthen student engagement, increase motivation, promote self- directed learning, encourage collaboration, enhance communication, expand global awareness, monitor progress, develop knowledge, and elevate their comfort in use. Kindergarten through second-grade students do not have as much exposure to the use of technology in the classroom as a developmental learning device rather than just for use in presentations by the teacher. To enhance these practices, it is evident that primary elementary educators require training, professional development opportunities, and examples of successful practice to develop the technology skills and experience needed to satisfy the expectations and meet the needs of 21st century learners. This quantitative study researched barriers to primary elementary technology integration, explored the teacher's perspective on the professional development process, and inquired about what could further enhance their teaching repertoire through technology. Research and experience can increase the use of technology in the classroom. Study findings emphasized the impact of professional development on technology integration at the primary elementary level. It was also concluded that to enhance elementary technology integration, this process will benefit from providing educators ongoing support and motivation. (ProQuest abstract).
Author: Parks, Melissa
Publisher: IGI Global
ISBN: 1668485524
Category : Education
Languages : en
Pages : 271
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Book Description
With high teacher attrition rates, low pay, and constantly shifting standards, the education system desperately requires a fresh approach. Yet, dedicated teachers continue to enter the classroom with a genuine desire to make a lasting impact on their students' lives. Impactful Classroom Experiences in Elementary Schools: Practices and Policies delves into the challenges and opportunities of American elementary education. It offers teachers research-grounded ideas to develop and deliver engaging learning experiences that enhance students' conceptual understanding. The book focuses on positive strategies for creating meaningful classroom experiences, such as building safe and supportive environments, nurturing curiosity, and encouraging calculated risk-taking. It explores topics like play, communication with families, and nature, highlighting how failure can be a learning opportunity and empowering student expression. Additionally, the book provides practical tips and step-by-step directions for teachers to recreate successful experiences in engaging science, math, and social studies lessons. Impactful Classroom Experiences in Elementary Schools offers educators a roadmap to transform their classrooms into vibrant hubs of learning and personal growth. By incorporating research-backed methods and fostering a love of learning in a supportive atmosphere, teachers can create meaningful connections between students' emotions and their conceptual understanding. This invaluable resource equips teachers with the tools they need to make a lasting impact on their students' educational journey, enabling them to deliver joyful and transformative learning experiences in the elementary school setting.
Author: Jessica Paraschak
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Delilah Holley Lewis
Publisher:
ISBN:
Category :
Languages : en
Pages : 186
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Book Description
ABSTRACT: Although technology, pedagogy, and content are three separate knowledge domains, the interactions of these three domains comprise the technological, pedagogical, and content knowledge framework, thus representing the knowledge that teachers need to integrate technology effectively. The purpose of this qualitative case study was to identify the interactions of teachers' technological, pedagogical, and content knowledge for integrating one-to-one handheld technology across content areas. Specifically, the researcher focused on teachers' technological pedagogical knowledge; technological content knowledge; and technological, pedagogical, and content knowledge. The researcher also addressed teachers' perceptions of barriers and supports for integrating one-to-one technology within the context of a technologyenhanced environment. Data were collected through interviews and observations from nine elementary classroom teachers. The school's technology resource teacher was interviewed, adding to the data collected from the classroom teachers. The conclusions reached by this study suggest that although teachers identified perceived barriers for integrating one-to-one technology, the technology resource teacher provided model lessons for integrating technology across content areas which provided support for teachers, thus enhancing teachers' technological, pedagogical, and content knowledge within a one-to-one technology-enhanced computing environment.
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 152255632X
Category : Education
Languages : en
Pages : 2283
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Book Description
Regardless of the field or discipline, technology is rapidly advancing, and individuals are faced with the challenge of adapting to these new innovations. To remain up-to-date on the current practices, teachers and administrators alike must constantly stay informed of the latest advances in their fields. Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications contains a compendium of the latest academic material on the methods, skills, and techniques that are essential to lifelong learning and professional advancement. Including innovative studies on teaching quality, pre-service teacher preparation, and faculty enrichment, this multi-volume book is an ideal source for academics, professionals, students, practitioners, and researchers.
Author: Pamela McKee
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 230
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Book Description
In an effort to improve educational experiences and provide differentiated instruction, both public and private schools alike are requiring the inclusion of 21st century digital technology in K-12 classrooms, and more specifically, 1:1 initiatives that provide a device for each student. Transitioning to a 1:1 classroom initiative presents unique challenges to pre-millennial, veteran teachers. There is limited research examining the experiences and perceptions of this unique group of teachers, especially those involved in private education. The purpose of this transcendental phenomenological study was to describe the perceptions of pre-millennial, veteran teachers in three private, independent schools as they integrated digital, 1:1 technology into their elementary classrooms. This study utilized the theoretical framework of Ely’s Conditions of Change and Mezirow’s Adult Transformative Learning. Research questions focused on pre-millennial, veteran teachers’ perceptions of: (a) integrating 1:1 tablets and laptops; (b) how teaching has changed since the integration; and (c) the role professional development played throughout the process. Purposeful sampling was used to identify pre-millennial veteran teachers who were born prior to 1980 and who have taught for more than 10 years. Data collection included an online survey, personal interviews, and a focus group. All data were analyzed using Moustakas’ phenomenological analysis. Provisional codes were identified using the interview and focus group data, and significant statements were clustered into themes. The study revealed the following four themes: (a) technology enhances instruction; (b) technology is supplemental to instruction; (c) teachers’ role remains unchanged; and (d) pre-adoption, incremental, and on-site technical support is required.
Author: Lisa M. Kohl-Blackmon
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 160
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Book Description
Author's abstract: Recent research demonstrates the expectation of the use of technology in schools. Advances in technology often require teachers to learn new methods of teaching while trying to keep up with rapidly increasing technological changes. Unfortunately, many teachers report being inadequately prepared to utilize instructional technologies in their classrooms. School leaders have the complex task of providing effective training that meets their teachers' needs. In this quantitative study, the author sought to determine teachers' perceptions of professional development activities which result in successful classroom integration of instructional technologies in schools. Teachers from two school districts in Georgia were surveyed. Data were analyzed using descriptive statistics and standard multiple regression. The findings showed that teachers perceive peer support or mentoring and technology personnel support or modeling to be the two most effective forms of professional development activities which result in successful classroom integration of instructional technologies. Non-credit workshops provided by school district or outside consultants was perceived by teachers to be the most ineffective form of professional development for successful classroom integration of instructional technologies. Regression analysis for each of the nine types of professional development was insignificant and therefore indicated that there was not a relationship between a teachers age, years of experience, degree level or hours of student classroom technology use and teachers' perception of professional development activities which result in successful classroom integration of instructional technologies.
