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A Hermeneutic Phenomenological Exploration Of The Impact Of Technology On The Collaborative Practices Of Rural Middle School Teachers
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Book Synopsis A Hermeneutic Phenomenological Exploration of the Impact of Technology on the Collaborative Practices of Rural Middle School Teachers by : Kimberli Dailey
Download or read book A Hermeneutic Phenomenological Exploration of the Impact of Technology on the Collaborative Practices of Rural Middle School Teachers written by Kimberli Dailey and published by . This book was released on 2017 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study described the impact of collaboration and technology-based communication on the professional experiences of rural middle school classroom teachers. A hermeneutic phenomenological approach was used to determine if technology-based tools, such as online discussion boards, email, social networking sites, and short message service (SMS) texting has made an impact on instructional collaboration for rural middle school teachers. The theory guiding this study was connectivism (Siemens, 2005) as it addresses the concept that in the digital age knowledge is stored outside the learner and distributed knowledge as it relates to the connections formed between individuals and/or networks (Downes, 2005, 2010). Data collection methods included surveys, individual interviews, focus group interviews, and electronic journaling to provide insight into teacher professional communities and reflective practice. Data analysis was achieved through the use of the hermeneutic circle and followed van Manen’s approach. The results of this study indicated teacher collaboration was important for professional growth and the use of technology makes teacher collaboration more efficient. The hermeneutic phenomenological approach utilized in this study provided rich details to add to the body of research concerning teacher collaboration and the utilization of technology by teachers to give and seek professional support.
Book Synopsis A Phenomenology of Teachers' Experiences Using One-to-one Technology in Rural North Carolina Middle Schools by : Louise Marie Cline-Caulder
Download or read book A Phenomenology of Teachers' Experiences Using One-to-one Technology in Rural North Carolina Middle Schools written by Louise Marie Cline-Caulder and published by . This book was released on 2020 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study is to describe the experiences of middle school teachers using one-to-one technology in schools in rural North Carolina. The guiding theory, Technological Pedagogical Content Knowledge (TPACK), is a framework for interweaving technology, pedagogy, and content knowledge. The 12 participants in this study were middle school teachers from three schools in a rural North Carolina school district. The central research question for this study is: how do middle school teachers describe their daily experiences using one-to-one technology in schools in rural North Carolina. The supporting questions posed were: how do participants describe their self-efficacy regarding technology, their experiences regarding technology and its integration with pedagogy, their experiences regarding technology and its integration with the content they teach, how do participants describe the challenges and benefits of having one-to-one technology in the classroom, and how do participants describe the professional development opportunities they have or desire to have regarding the use of one-to-one technology in the classroom. Data collection methods included conducting interviews, generating focus group discussions, and an open-ended questionnaire. Data analysis procedures used were phenomenological reduction, imaginative variation, and a synthesis of textural and structural descriptions. Triangulation of data using interviews, focus groups, and questionnaires was used to establish credibility. Dependability was confirmed through epoche, member checks, and peer reviews. Rich thick descriptions of the participants’ experiences using one-to-one technology in the classroom increased transferability.
Book Synopsis Technology Integration, Beliefs, and Pedagogical Practices in the Social Studies by : Marie K. Health
Download or read book Technology Integration, Beliefs, and Pedagogical Practices in the Social Studies written by Marie K. Health and published by . This book was released on 2016 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, social studies education plays a critical role in preparing students to be active citizens in a democracy. Student centered, inquiry-based instruction helps foster learner agency, but it occurs infrequently in social studies classrooms. One-to-one (1:1) technology, in which every learner uses a personal computing device, has been suggested as a tool to facilitate shifts in social studies pedagogy. Despite this potential, little research exists which examines one-to-one technology in social studies. The purpose of this study was to explore the experiences of two social studies teachers who initiated and integrated one-to-one technology over a two-year period in a racially diverse, high-poverty middle school. Using a phenomenological methodology, data were collected through interviews, observations, and artifacts and were interpreted using transcendental phenomenological reduction. The theory of Technological, Pedagogical, and Content Knowledge (TPACK) (Koehler & Mishra, 2005) framed discussion of findings. Findings reveal themes of teachers' positive beliefs about technology, teachers' belief in themselves as professionals with agency, teachers' relationship with the larger school district, and the ways in which teacher empowerment, technological knowledge, and pedagogical shifts led to greater student autonomy in learning. The study contributes to the foundation for one-to-one research in social studies by concluding: meaningful integration of one-to-one in social studies occurs at a confluence of complex factors; positive teacher beliefs about technology and teacher beliefs about professional agency impact integration; teacher voice is critical to research; and a modified version of TPACK is necessary in order to more fully capture the complex relationship between teacher beliefs and the teacher's interaction with administration and district goals. The study recommends that policymakers and practitioners should empower teachers by: building teacher capacity and supporting development of positive teacher beliefs well in advance of technology initiatives; designing and providing professional development that honors teacher voice, existing beliefs, and offers opportunities to take risks with technology; limiting the levels of bureaucracy in districts; and facilitating greater trust between the school leaders and teachers within the school community.
Book Synopsis On Becoming Technology Fluent by : Sandra Kay Plair
Download or read book On Becoming Technology Fluent written by Sandra Kay Plair and published by . This book was released on 2010 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, organized in chapter format, is comprised of a collection of case studies designed to explain why some teachers are not prepared to meet the challenges of the National Education Technology Plan despite the pervasive evidence of technology in our personal and professional lives. The first case study is the personal history of one teacher who "battles the machine" and is reluctant to alter what works in her current practice. The next chapter is a multiple case study that examines the issues and challenges experienced teachers faced in their efforts to become more fluent in the use of educational technology. Using an extensive technology related professional development event as an intervention, the study explores teachers' use of technology before and after the inservice, the role of professional development in building technology skills, and matters related to the sustainability of skills. Teachers stressed the need for ongoing support in the form of a knowledge broker to assure continued efficacy and proficiency while integrating technology into their content and their practice. The fourth chapter, after a five year lapse, revisits two teachers from the previous multiple case study and introduces a new tech savvy teacher who shares her experiences as a new integrator of technology. Self report is used to examine the issues and challenges these experienced teachers faced in their efforts to become more fluent in the use of educational technology. The teachers in this multiple case study participated in a number of technology related professional development interventions over a period of approximately four years. This chapter includes their reflections on the successes and failures as they continue to grapple with the challenges of increasing their technological, pedagogical, and content knowledge or tpack and create change in their practice. Included is an essay presenting a proposal for a framework of five phases of professional development to support the federal government policies of No Child Left Behind and the National Education Technology Plan. The framework is upheld by five principles of professional development considered crucial for effectively changing teacher practice to incorporate instructional technology into the curriculum. By superimposing these principles: duration, content, active learning, and collaboration, this essay then positions technology related professional development as ongoing with the support of professional learning communities or networks and knowledge brokers as a means of sustaining and expanding the efforts teachers make toward technology fluency. The concluding chapter discusses how education systems constrain teachers' effort or ability to changes. Recommendations are provided on how relations among teachers and institutions might be reconfigured to promote more and better professional learning and practice in technology. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Choosing to Teach by : Elizabeth A. Heeney
Download or read book Choosing to Teach written by Elizabeth A. Heeney and published by . This book was released on 1994 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Phenomenological Study of Teachers' Motivations to Use Instructional Technology by : Aishia Nicole Daffin
Download or read book A Phenomenological Study of Teachers' Motivations to Use Instructional Technology written by Aishia Nicole Daffin and published by . This book was released on 2022 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Addressing Technology Integration Practices in an Urban Middle School Through 21st Century Learning Design by : Darren Anthony Clay
Download or read book Addressing Technology Integration Practices in an Urban Middle School Through 21st Century Learning Design written by Darren Anthony Clay and published by . This book was released on 2018 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this action research case study, technology integration practices implemented by teachers at Georgia State Middle School, an urban middle school in the Southeastern United States with a 1:1 device initiative were studied. The following research questions guided this study: 1. To what extent does job-embedded, technology integration professional development impact technology integration practices? 2. How does teacher technological knowledge influence technology integration practices? 3. What factors determine the level of implementation of technology integration instructional practices? This study involved an Action Research team comprised of 3 middle school science teachers, a media specialist, instructional technology coach, and assistant principal. The Technology Integration Matrix (TIM) was used to determine impacts of 21st Century Learning Design professional development program on teachers' technology integration practices. Findings included the following: the 21st Century Learning Design professional development program has a positive impact on technology integration practices, increases in TPACK correlate to increases in TIM ratings, OneNote Class Notebook is viable instructional software option for middle school science classes, engaging in professional development with a PLC team is beneficial, the instructional content, students' prior knowledge, and the lesson structure impact the level of technology integration.
Book Synopsis A Phenomenological Study of First-career Millennial Novice Elementary School Teachers' Use of Technology by : Karla Ontiveros-Karr
Download or read book A Phenomenological Study of First-career Millennial Novice Elementary School Teachers' Use of Technology written by Karla Ontiveros-Karr and published by . This book was released on 2017 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this hermeneutic phenomenological study was to describe the attitudes and understandings for millennial first-career novice (FCMN) teachers toward transformational technology integration in the elementary classroom as it relates to the technological, pedagogical, and content knowledge framework (TPACK). Three research questions framed this study: (a) How do millennial first-career novice teachers from the Midwestern United States describe their level of content knowledge, technological knowledge, and pedagogical knowledge (TPACK) to support their teaching practices in the elementary classroom? (b) How do participants describe their approach to instructional decision-making based on their technological knowledge in the elementary classroom? (c) How, if at all, do perceptions as preservice teachers now influence their perceptions as novice teachers in their current classroom setting? Self-reflective journals, task-based renderings, and semi-structured interviews were counted into the data collection process to achieve triangulation. Themes emerged with the application of the hermeneutic cycle. Line-by-line analysis gave way to descriptive codes along with interpretive reflection, rethinking, rereading, and rewriting to identify patterns of the phenomenon. The four themes were: (a) fluctuating context undermines quality of practice, (b) positive dispositional attitudes and growth experiences stabilize quality of practice, (c) professional support networks develop quality of practice, and (d) relative decision-making enriches the quality of practice. The FCMN teachers’ ability to use technology for transformative learning develops only after stabilizing the setting and gaining a depth of content and pedagogical knowledge within the elementary classroom.
Book Synopsis Teacher Experiences Utilizing One-to-one Technology for Classroom Reading by : Erin Elizabeth Hjelmeland
Download or read book Teacher Experiences Utilizing One-to-one Technology for Classroom Reading written by Erin Elizabeth Hjelmeland and published by . This book was released on 2018 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenology examined the experiences of high school teachers utilizing one-to-one technology for the purpose of classroom reading at the high school level. The goal of this analysis was to understand how technology integration affected classroom life through the experiences of teachers utilizing emerging classroom technologies. Twelve Minnesota public school teachers who currently use digital devices for the purpose of classroom reading were studied using one-on-one and focus group interviews in order to gain insight into their experiences with this phenomenon. Interview and focus group data were analyzed according to transcendental phenomenology methods to create a synthesis of the phenomenon. The findings unearthed three themes: access and efficiency, collaboration and preference, and strategies and growth. The essence of the phenomenon was that one-to-one devices had the potential to change the ways the participants conducted their classrooms and reached their students in the areas of the described themes. Districts implementing one-to-one technology should focus on ongoing staff development for teachers, student education in the realms of collaboration and integrity, implications for special education students, ongoing integrity implications in protecting students and teachers, and mitigating the constant distractions associated with technology in the classroom. Future research should focus on the areas of technology access, ongoing anxiety problems associated with constant access, long-term integrity issues related to student and teacher protection, and academic results of one-to-one technology.
Book Synopsis A Postphenomenological Exploration of Mobility in Post-secondary Teaching and Learning by : Peggy Jubien
Download or read book A Postphenomenological Exploration of Mobility in Post-secondary Teaching and Learning written by Peggy Jubien and published by . This book was released on 2015 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasingly, we work, learn, travel and spend our leisure time with highly portable, micro technologies and we have less direct, face-to-face contact with people and the world. Education has become "mobilized" with teachers and students regularly using smartphones, tablets, laptop computers and mobile applications. These technologies function as portals into other, virtual worlds where there are both educational opportunities and new challenges. This study moves beyond the hype of mobile technology and the discussions of "technology-as-tool" and "technology-as-future" and considers how the increased mobility of students and teachers is subtly changing education practices in postsecondary education. The study begins with the acknowledgement that things (including technologies) are inseparable from their contexts or worlds (Borgmann, 1984, p. 41) and explores students' and teachers' pre-reflective experiences while they are using mobile technologies for teaching and learning. By applying a unique, postphenomenological research lens, which combines insights from hermeneutic phenomenology and actor-network theory, the study investigates some of the human-technology interactions that occur in post-secondary classrooms, the ways in which students and teachers are influenced and changed by the use of mobile technology and what this means for twenty-first century teaching and learning.
Book Synopsis A Phenomenological Study of Teacher-to-student Technology-mediated Communication in Secondary Virtual School Environments by : Sherry Ashe
Download or read book A Phenomenological Study of Teacher-to-student Technology-mediated Communication in Secondary Virtual School Environments written by Sherry Ashe and published by . This book was released on 2018 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe teacher experiences of teacher-to-student technology-mediated communication (TMC) in secondary virtual school (VS) environments in Alabama. The central research question for this study was: How do virtual school teachers in Alabama describe their experiences of teacher-to-student technology-mediated communication in secondary virtual school environments? Five sub-questions were also used: (1) How does technology-mediated communication meet the needs of individual teachers? (2) How does technology-mediated communication lead to better work performance? (3) How do teachers describe characteristics of the tasks that must be performed? (4) How do teachers describe characteristics of the technology that are used? (5) How do user characteristics impact the use of technology-mediated communication? The theory guiding this qualitative study was Goodhue and Thompson’s (1995) task-technology-fit (TTF) theory. Students educated in virtual environments use TMC, so teachers must know what kinds of TMC work best. The problem is that the teacher voice has been ignored in identifying teacher-to-student TMC that is effective in secondary VS environments. Using purposeful sampling of 12 VS teachers in Alabama, this research utilized semi-structured interviews, artifacts, and an asynchronous online focus group to uncover teacher experiences of teacher-to-student interactions in VS environments. Data analysis included bracketing, coding, establishing patterns, textural and structural descriptions, and development of the essence of participants’ experiences. In seeking meaning from their experiences, the predominant theme of whatever is best for the students became evident. Four themes developed pertaining to the participants’ experiences: Teacher mindset, teacher presence, integration of technology into instruction, and technology issues.
Book Synopsis Teacher Perceptions of Curriculum-driven Technology After Working with Instructional Technology Coaches in Middle Schools in One Southeastern School District by : Julie Meunier Pepperman
Download or read book Teacher Perceptions of Curriculum-driven Technology After Working with Instructional Technology Coaches in Middle Schools in One Southeastern School District written by Julie Meunier Pepperman and published by . This book was released on 2021 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use of curriculum-driven technology in K-12 public schools was mandated by federal law. School and district leaders were required to provide curriculum-driven technology professional development and support to teachers.The use of the curriculum-driven technology coach was an option some schools chose to meet the curriculum-driven technology professional development requirements and needs of their teachers. The purpose of this research was to explore one school district’s middle school teachers’ perceptions of the importance of curriculum-driven technology and their perceived self-efficacy in using curriculum-driven technology in instructional practice after collaborating with a curriculum-driven technology coach. This qualitative study was conducted with participating teachers from three middle schools within one school district located in the southeastern United States. The participants’ responses indicated a relationship between working with a curriculum-driven technology coach and their self-perceptions of their ability to use curriculum-driven technology. The participants indicated working with a curriculum-driven technology coach positively impacted their perceptions of the importance of curriculum-driven technology and their ability to integrate curriculum-driven technology to their classrooms.
Book Synopsis Understanding Changes in Science Teachers' Classroom Practices by : Jon James
Download or read book Understanding Changes in Science Teachers' Classroom Practices written by Jon James and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers and Technology Use in Secondary Science Classrooms: Investigating the Experiences of Middle School Science Teachers Implementing the Web-based Inquiry Science Environment (WISE) by : Rachel Corinne Schulz
Download or read book Teachers and Technology Use in Secondary Science Classrooms: Investigating the Experiences of Middle School Science Teachers Implementing the Web-based Inquiry Science Environment (WISE) written by Rachel Corinne Schulz and published by . This book was released on 2015 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the intended teacher use of a technology-enhanced learning tool, Web-based Inquiry Science Environment (WISE), and the first experiences of teachers new to using it and untrained in its use. The purpose of the study was to learn more about the factors embedded into the design of the technology that enabled it or hindered it from being used as intended. The qualitative research design applied grounded theory methods. Using theoretical sampling and a constant comparative analysis, a document review of WISE website led to a model of intended teacher use. The experiences of four middle school science teachers as they enacted WISE for the first time were investigated through ethnographic field observations, surveys and interviews using thematic analysis to construct narratives of each teachers use. These narratives were compared to the model of intended teacher use of WISE. This study found two levels of intended teacher uses for WISE. A basic intended use involved having student running the project to completion while the teacher provides feedback and assesses student learning. A more optimal description of intended use involved the supplementing the core curriculum with WISE as well as enhancing the core scope and sequence of instruction and aligning assessment with the goals of instruction through WISE. Moreover, WISE projects were optimally intended to be facilitated through student-centered teaching practices and inquiry-based instruction in a collaborative learning environment. It is also optimally intended for these projects to be shared with other colleagues for feedback and iterative development towards improving the Knowledge Integration of students. Of the four teachers who participated in this study, only one demonstrated the use of WISE as intended in the most basic way. This teacher also demonstrated the use of WISE in a number of optimal ways. Teacher confusion with certain tools available within WISE suggests that there may be a way to develop the user experience through these touch points and help teachers learn how to use the technology as they are selecting and setting up a project run. Further research may study whether improving these touch points can improve the teachers' use of WISE as intended both basically and optimally. It may also study whether or not teacher in basic and optimal ways directly impact student learning results.
Book Synopsis Increasing Technology Integration Through Collaboration Between Media Specialists and Teachers by :
Download or read book Increasing Technology Integration Through Collaboration Between Media Specialists and Teachers written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Middle school teachers participated in a four-week intervention including short lessons on technology skills and collaborative planning on incorporating the skills into their lesson plans. Findings suggested such collaborative opportunities increased teacher's effective use of technology in the classroom.
Author :National Middle School Association Publisher :National Middle School Assn ISBN 13 :9781560902324 Total Pages :66 pages Book Rating :4.9/5 (23 download)
Book Synopsis This We Believe by : National Middle School Association
Download or read book This We Believe written by National Middle School Association and published by National Middle School Assn. This book was released on 2010-01-01 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:
