A Phenomenological Study of Teachers' Motivations to Use Instructional Technology PDF Download
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Author: Aishia Nicole Daffin
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 156
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Book Description
The purpose of this qualitative transcendental phenomenological study was to identify and describe the factors that motivate teachers to integrate instructional technology in a district that has a 1:1 Chromebook program and tech-rich classroom environments. The research questions guiding this study were: How do middle school teachers describe the impact of access to contemporary technology resources on their motivation to integrate technology in their classrooms?; What are middle school teachers’ perceptions of how professional development experiences impact their motivation to integrate technology in the classroom?; How do the lived experiences of middle school teachers impact how they integrate technology in their classrooms? The theories guiding this study were the technology acceptance model (Davis, 1989) as is focused on user acceptance or rejection of new technologies, and the self-determination theory (Deci and Ryan, 1985). The sample consisted of ten participants who are employed in a school district that utilizes a 1:1 Chromebook program and has access to various technologies within the classroom space. Data were collected via interviews, observations, and writing prompts. The data were analyzed in accordance with Moustakas’s (1994) analysis procedures. Findings from this study revealed the factors that teachers found were most influential on their utilization of instructional technology. The researched revealed the importance of high self-efficacy that results from the necessary support from district and school leadership, access to resources, and clear intentions for student achievement and success on teachers’ motivation to integrate technology in their classroom practices.
Author: Aishia Nicole Daffin
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 156
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Book Description
The purpose of this qualitative transcendental phenomenological study was to identify and describe the factors that motivate teachers to integrate instructional technology in a district that has a 1:1 Chromebook program and tech-rich classroom environments. The research questions guiding this study were: How do middle school teachers describe the impact of access to contemporary technology resources on their motivation to integrate technology in their classrooms?; What are middle school teachers’ perceptions of how professional development experiences impact their motivation to integrate technology in the classroom?; How do the lived experiences of middle school teachers impact how they integrate technology in their classrooms? The theories guiding this study were the technology acceptance model (Davis, 1989) as is focused on user acceptance or rejection of new technologies, and the self-determination theory (Deci and Ryan, 1985). The sample consisted of ten participants who are employed in a school district that utilizes a 1:1 Chromebook program and has access to various technologies within the classroom space. Data were collected via interviews, observations, and writing prompts. The data were analyzed in accordance with Moustakas’s (1994) analysis procedures. Findings from this study revealed the factors that teachers found were most influential on their utilization of instructional technology. The researched revealed the importance of high self-efficacy that results from the necessary support from district and school leadership, access to resources, and clear intentions for student achievement and success on teachers’ motivation to integrate technology in their classroom practices.
Author: Holly Renee Harvil
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 269
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Book Description
The purpose of this transcendental phenomenological study was to understand general education teachers’ perceptions regarding their use of technology with students who qualify for English Language Learner services in an urban Georgia school district. The self-efficacy theory originated by Bandura was used to examine 17 teachers’ experiences of using technology as possible personal preference or as being influenced by environmental factors. The following three research questions were used: (1) How do teachers describe their use of technology in a classroom setting? (2) What are the participants’ understandings of instructional technology in relation to ELL students? (3) How do teachers of ELL students describe their confidence in integrating instructional technology? Participants were interviewed by the researcher, participated in a focus group, and answered a questionnaire. Moustakas’ seven steps were used to analyze the data including horizonalization, identifying individual and composite textural descriptions, and developing structural themes. Each participants’ experiences were viewed independently and then grouped by meaning and similarities into clusters. Results indicated participants used technology daily for instructional and organizational purposes, participants used research based instructional strategies, including technology, but viewed them as universal strategies to use with all students including ELLS, and participants’ confidence in integrating technology varied based on perceived barriers. Implications for the classroom teachers and their ELLs and for district leaders were discovered and discussed. Recommendations for future research include duplication of the study with a larger sample size or participants from across Georgia or the United States, blended learning for ELLs, and teacher expectation for ELLs.
Author: Diana Lane Brandon
Publisher:
ISBN: 9780355849387
Category : Electronic dissertations
Languages : en
Pages : 243
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Book Description
Author: P John Williams
Publisher: Springer
ISBN: 9811330107
Category : Education
Languages : en
Pages : 286
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Book Description
This volume brings together significant international research in technology education by focusing on contemporary postgraduate research, elaborating on the findings with the aim of making the content relevant to researchers, teachers and other potential researchers in the field. The book shares with readers what the research means for classroom teachers through understanding different motivations for teaching technology in schools and observing the model of learning supported by the research. Each chapter in the book includes references to the digital edition of the respective full thesis, allowing readers to consult the research in detail if necessary. This book continues the work done by 2017’s Contemporary Research in Technology Education by the same editors.
Author: Michael P. Clough
Publisher: Springer Science & Business Media
ISBN: 9462092699
Category : Education
Languages : en
Pages : 449
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Book Description
How does technology alter thinking and action without our awareness? How can instantaneous information access impede understanding and wisdom? How does technology alter conceptions of education, schooling, teaching and what learning entails? What are the implications of these and other technology issues for society? Meaningful technology education is far more than learning how to use technology. It entails an understanding of the nature of technology — what technology is, how and why technology is developed, how individuals and society direct, react to, and are sometimes unwittingly changed by technology. This book places these and other issues regarding the nature of technology in the context of learning, teaching and schooling. The nature of technology and its impact on education must become a significant object of inquiry among educators. Students must come to understand the nature of technology so that they can make informed decisions regarding how technology may influence thinking, values and action, and when and how technology should be used in their personal lives and in society. Prudent choices regarding technology cannot be made without understanding the issues that this book raises. This book is intended to raise such issues and stimulate thinking and action among teachers, teacher educators, and education researchers. The contributions to this book raise historical and philosophical issues regarding the nature of technology and their implications for education; challenge teacher educators and teachers to promote understanding of the nature of technology; and provide practical considerations for teaching the nature of technology.
Author: Rachel Nichole Hernandez
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 192
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Book Description
The purpose of this transcendental phenomenology was to describe the experiences of teachers’ educational technology use in Title I elementary schools in Central Florida. The central research question in this study was: How do Title I elementary teachers in Central Florida describe their experiences utilizing educational technology in the classroom? The theoretical foundation for this study was grounded in Bandura’s social cognitive theory, more specifically, teacher self-efficacy, which is a significant component of social cognitive theory. The design of this study was a transcendental phenomenology, a qualitative model that is most appropriate since I sought to make meaning from the descriptions of teachers’ use of educational technology in the Title I classroom. The sample consisted of 15 teachers from Title I schools across Central Florida. I collected data using in-depth personal interviews, focus groups, and journal prompts. The data was analyzed through phenomenological reduction. Findings from this study revealed how the Title I teachers utilized technology in their elementary classrooms to prepare their students for college or careers. The research revealed the importance of technology training and administrative support for teachers to be able to integrate technology into their classroom curriculum effectively. Recommendations for future research include expanding the study to comprise more Title I schools and exploring the effects of remote learning for students should the need arise for distance learning. Keywords: Title I schools, educational technology, technology integration, transcendental phenomenology, pedagogy, self-efficacy
Author: Keengwe, Jared
Publisher: IGI Global
ISBN: 1466683643
Category : Education
Languages : en
Pages : 494
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Book Description
As today’s teachers prepare to instruct a new generation of students, the question is no longer whether technology should be integrated into the classroom, but only “how?” Forced to combat shorter attention spans and an excess of stimuli, teachers sometimes see technology as a threat rather than a potential enhancement to traditional teaching methods. The Handbook of Research on Educational Technology Integration and Active Learning explores the need for new professional development opportunities for teachers and educators as they utilize emerging technologies to enhance the learning experience. Highlighting the advancements of ubiquitous computing, authentic learning, and student-centered instruction, this book is an essential reference source for educators, academics, students, researchers, and librarians.
Author: Ololube, Nwachukwu Prince
Publisher: IGI Global
ISBN: 1466681632
Category : Education
Languages : en
Pages : 519
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Book Description
Before today’s teachers are ready to instruct the intellectual leaders of tomorrow, they must first be trained themselves. Information and communication technology can greatly increase the effectiveness of this training and also aid teachers as they seek to bring the latest technological advancements into their own classrooms. The Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies explains the need to bring technology to the forefront of teacher training. With an emphasis on how information and communication technology can provide richer learning outcomes, this book is an essential reference source for researchers, academics, professionals, students, and technology developers in various disciplines.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 412
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Book Description
This study examined the process teachers used to change their pedagogy to deliver effective instruction using Web 2.0 tools. A phenomenological approach examined the "lived experiences" of seven secondary teachers through in-depth interviews giving this study an in-depth qualitative analysis of teachers and technology. The widening digital divide between teachers and students causes a barrier for educators trying to reach their students. Students are raised with pervasive technology, while teachers are using Web 2.0 tools on a personal basis, but may not yet be successful in adapting their pedagogy to effectively use the tools for instruction. The ease of use and user friendly interface of Web 2.0 tools makes them a possible catalyst to help teachers change their pedagogy. Past teacher professional development focused on providing teachers with the technical knowledge to bridge the gap, but has fallen short of causing the paradigm shift needed to change pedagogy to use current tools effectively. The Technological Pedagogical and Content Knowledge (TPACK) framework has been used in professional development and proven to lead to an effective change in teachers' pedagogy. Most current research has examined both the TPACK framework and Web 2.0 tools, but few researchers have looked at the teacher perspective on the issue. The findings of this study indicated the types of Web 2.0 tools and how they are being utilized, the reasons why teachers are using the tools for instruction, and the technological factors influencing their use. Lastly, the impact their TPACK had on their success in adapting pedagogy points to the need for support either through professional development or support from colleagues. The "lived experiences" of the teachers provided implications for professional development assisting in making the change process easier for teachers, administrators, and students. This study provided an in-depth look at the relationship between in-service teachers, their TPACK, and how it relates to educational technology. In addition, this study demonstrated the rigorousness of phenomenology as a primary research method for educational technology.
Author: Bailey, Liston W.
Publisher: IGI Global
ISBN: 1522563628
Category : Education
Languages : en
Pages : 326
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Book Description
Technologies, such as artificial intelligence and augmented and mixed reality, continue to be implemented to support the process of teaching and learning. However, technological advances and new applications should not be seen as a replacement for the requisite consideration of proper needs analysis, instructional design, and educational philosophy within courses or training; rather it should serve as an enabler to allow faster and more open access to learning for individuals. Educational Technology and the New World of Persistent Learning provides innovative insights into technology integration methods within classroom settings including how they can empower students and how they can be used in the creation of dynamic learning experiences. The content within this publication examines e-learning, robotics, and tutoring systems and is designed for academicians, educators, principles, administrators, researchers, and students.
