Elementary Teachers' Perceptions of the Impact of Technology Integration on Students' Learning PDF Download
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Author: Laurie Sherlene McDonald
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 364
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Book Description
Author: Laurie Sherlene McDonald
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 364
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Book Description
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: 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
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: Eric Sheninger
Publisher: Corwin Press
ISBN: 1544350821
Category : Education
Languages : en
Pages : 227
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Book Description
Lead for efficacy in these disruptive times! Just as the digital landscape is constantly evolving, the second edition of Digital Leadership moves past trends and fads to focus on the essence of leading innovative change in education now and in the future. As society and technology evolve at what seems a dizzying pace, the demands on leaders are changing as well. With a greater emphasis on leadership dispositions, this revamped edition also features New structure and organization emphasizing the interconnectivity of the Pillars of Digital Leadership to drive sustainable change Innovative strategies and leadership practices that enhance school culture and drive learning improvement Updated vignettes from digital leaders who have successfully implemented the included strategies New online resources, informative graphics, and end of chapter guiding questions Now is the time to embrace innovation, technology, and flexibility to create a learning culture that provides students with 21st century critical competencies!
Author: Bridget Renee'. Griggs
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 169
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Book Description
There are many perceptions of what should be taught in the social studies classroom. With the expansive amount of information that must be transferred to students, the job of the social studies teacher is becoming more challenging. To assist with this issue, there are numerous instructional strategies that can be employed such as anticipation guides and concept maps. These items can help keep both students and teachers on task with the required material. There are also technological instructional strategies that can be used such as WebQuests and virtual tours. These activities may increase students' ability to become more active in the learning process and teach them how to construct their own knowledge. In the middle school, there are cited issues that cause teaching and learning not to occur as intended by the teacher (Vogler & Virtue, 2007). High stakes testing is one of those areas. In the elementary and middle grades, the only subjects that received attention were ones being tested, which led to a reduction and dismissal of social studies. Also in the middle grades, teachers became overwhelmed with the amount of information they were equired to transmit to their students, especially when social studies was tested. This caused social studies teachers to remain at the "just the facts" level of transmitting information in order to have ample enough time to cover all of the content. A more specific challenge is faced by eighth grade world history teachers. Eighth grade has been cited as a pivotal period in the life of the student, for it has the potential to determine how well they will do in high school, college, and their career (ACT, n. d.). Eighth grade world history teachers have much to cover with little time to spend on each topic. This causes both teachers and students to become overwhelmed and discouraged. This research study was designed to examine the perceptions of eighth grade social studies teachers on how they felt technology impacted their students' learning in world history. It was conducted in West Alabama with five eighth grade world history teachers: Darlene, Daniel, Elijah, Trevor, and Caleb (pseudonyms). The teachers participated in three online focus group sessions and one face-to-face follow-up interview. After analyzing the results, four major themes emerged: Role of the eighth grade social studies teacher, meaningful learning, hands-on learning, and barriers to technology integration.
Author: Cheryl Cooper
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 266
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Book Description
Author: Jasmina Byrne
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Marc Prensky
Publisher: Corwin Press
ISBN: 1412975417
Category : Education
Languages : en
Pages : 225
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Book Description
Students today are growing up in a digital world. These "digital natives" learn in new and different ways, so educators need new approaches to make learning both real and relevant for today's students. Marc Prensky, who first coined the terms "digital natives" and "digital immigrants," presents an intuitive yet highly innovative and field-tested partnership model that promotes 21st-century student learning through technology. Partnership pedagogy is a framework in which: - Digitally literate students specialize in content finding, analysis, and presentation via multiple media - Teachers specialize in guiding student learning, providing questions and context, designing instruction, and assessing quality - Administrators support, organize, and facilitate the process schoolwide - Technology becomes a tool that students use for learning essential skills and "getting things done" With numerous strategies, how-to's, partnering tips, and examples, Teaching Digital Natives is a visionary yet practical book for preparing students to live and work in today's globalized and digitalized world.
