Elementary School Teachers' Perceptions of Student Motivation to Use Classroom Integrated Technology PDF Download
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Author: Jason Lynn Webb
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 0
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Book Description
The integration of technology into the classroom transforms curriculum design and instructional methods. Research suggests that the perspectives of teachers and students are not always in agreement regarding the influence of classroom integrated technology on learning motivation. The purpose of this causal-comparative study was to determine if there is a significant difference in how teachers perceive the influence of technology integration on student learning motivation based on teacher gender, teacher weekly hours of computer use, and teacher years of teaching experience. The study used the Teacher Attitudes toward Classroom Computing Scale to collect data from 238 4th- and 5th-grade rural schoolteacher participants from low-socioeconomic areas to determine teachers’ views of student motivation when using classroom integrated technology. A one-way Analysis of Variance (ANOVA) was used to analyze teacher perceptions of students’ motivation using classroom integrated technology, teacher gender, teacher weekly hours of computer use, and teacher years of teaching experience. Results indicated no statistically significant difference in 4th- and 5th-grade rural schoolteacher perceptions of the influence of classroom integrated technology on student motivation based on teacher gender, teacher weekly hours of computer use, and teacher years of teaching experience. Since teachers provide the classroom instruction and make decisions regarding the integration of classroom technology, further studies regarding the integration of classroom technology and teacher perceptions of student motivation to use technology may improve knowledge delivery and student performance.
Author: Jason Lynn Webb
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 0
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Book Description
The integration of technology into the classroom transforms curriculum design and instructional methods. Research suggests that the perspectives of teachers and students are not always in agreement regarding the influence of classroom integrated technology on learning motivation. The purpose of this causal-comparative study was to determine if there is a significant difference in how teachers perceive the influence of technology integration on student learning motivation based on teacher gender, teacher weekly hours of computer use, and teacher years of teaching experience. The study used the Teacher Attitudes toward Classroom Computing Scale to collect data from 238 4th- and 5th-grade rural schoolteacher participants from low-socioeconomic areas to determine teachers’ views of student motivation when using classroom integrated technology. A one-way Analysis of Variance (ANOVA) was used to analyze teacher perceptions of students’ motivation using classroom integrated technology, teacher gender, teacher weekly hours of computer use, and teacher years of teaching experience. Results indicated no statistically significant difference in 4th- and 5th-grade rural schoolteacher perceptions of the influence of classroom integrated technology on student motivation based on teacher gender, teacher weekly hours of computer use, and teacher years of teaching experience. Since teachers provide the classroom instruction and make decisions regarding the integration of classroom technology, further studies regarding the integration of classroom technology and teacher perceptions of student motivation to use technology may improve knowledge delivery and student performance.
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: 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: 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: James G. Cibulka
Publisher: Rowman & Littlefield
ISBN: 1475831080
Category : Education
Languages : en
Pages : 197
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Book Description
This book provides an excellent analysis of whether and how digital technologies can transform teaching and learning in classroom settings. The authors collectively provide a multi-dimensional perspective on how and under what conditions technology can be productively employed by teachers to more effectively meet the challenges presented by a rapidly evolving world.
Author: Laura C. Karl
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
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: Laurie Sherlene McDonald
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 364
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Author: Carol Annabel Askin
Publisher:
ISBN:
Category : Educational innovations
Languages : en
Pages : 197
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Book Description
"Although the modern world is one of technology, technology is still minimally integrated and frequently used at lower levels in many schools. Despite the recent focus on the 21st-century skills of communication, collaboration, creativity, and critical thinking, technology use in classrooms seems to have stalled. Through this mixed methods case study, the researcher sought to explore the impact that teachers' perceptions, attitudes, and beliefs have on classroom technology integration practices. It is anticipated that by gaining a better understanding of this complex relationship, there may be a greater appreciation for why more teachers are not using computer technology in ways advocated in the literature. Moreover, this may enable educators to facilitate a better alignment between research, practice, and beliefs in order to provide more effective ways of supporting and documenting teacher change. Results from this study showed that there is a strong positive relationship between computer efficacy, teacher efficacy, and the integration of classroom technology. Results also showed there is evidence that student-centered classroom approaches positively influence how what, and when teachers decide to integrate technology into their classrooms and curriculum. Through this case study, the researcher provided a roadmap for larger scale investigations on this topic."--Boise State University ScholarWorks.
Author: Mizuko Ito
Publisher: MIT Press
ISBN: 0262258277
Category : Technology & Engineering
Languages : en
Pages : 121
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Book Description
This report summarizes the results of an ambitious three-year ethnographic study, funded by the John D. and Catherine T. MacArthur Foundation, into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. It offers a condensed version of a longer treatment provided in the book Hanging Out, Messing Around, and Geeking Out (MIT Press, 2009). The authors present empirical data on new media in the lives of American youth in order to reflect upon the relationship between new media and learning. In one of the largest qualitative and ethnographic studies of American youth culture, the authors view the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States. The book that this report summarizes was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California. John D. and Catherine T. MacArthur Reports on Digital Media and Learning
