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A Phenomenological Study Of Teachers Motivations To Use Instructional Technology
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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 Teacher Perceptions on the Use of Technology with English Language Learners by : Holly Renee Harvil
Download or read book Teacher Perceptions on the Use of Technology with English Language Learners written by Holly Renee Harvil and published by . This book was released on 2018 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Teacher Motivations for Innovating with Technology by : Diana Lane Brandon
Download or read book Teacher Motivations for Innovating with Technology written by Diana Lane Brandon and published by . This book was released on 2018 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Explorations in Technology Education Research by : P John Williams
Download or read book Explorations in Technology Education Research written by P John Williams and published by Springer. This book was released on 2019-01-28 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis #Generation Z by : Rachel Nichole Hernandez
Download or read book #Generation Z written by Rachel Nichole Hernandez and published by . This book was released on 2020 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Book Synopsis Handbook of Research on Educational Technology Integration and Active Learning by : Keengwe, Jared
Download or read book Handbook of Research on Educational Technology Integration and Active Learning written by Keengwe, Jared and published by IGI Global. This book was released on 2015-05-31 with total page 494 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies by : Ololube, Nwachukwu Prince
Download or read book Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies written by Ololube, Nwachukwu Prince and published by IGI Global. This book was released on 2015-07-17 with total page 519 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms by :
Download or read book An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms written by and published by . This book was released on 2012 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Educational Technology and the New World of Persistent Learning by : Bailey, Liston W.
Download or read book Educational Technology and the New World of Persistent Learning written by Bailey, Liston W. and published by IGI Global. This book was released on 2019-01-18 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis An Analysis of Secondary School Teacher Attitudes Toward Instructional Technology Use in the Context of Motivation Theory by : Timothy Gerard Sassen
Download or read book An Analysis of Secondary School Teacher Attitudes Toward Instructional Technology Use in the Context of Motivation Theory written by Timothy Gerard Sassen and published by . This book was released on 1998 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Phenomenological Inquiry in Education by : Edwin Creely
Download or read book Phenomenological Inquiry in Education written by Edwin Creely and published by Routledge. This book was released on 2020-12-28 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: Phenomenological Inquiry in Education is an edited collection of 16 chapters that offers a fascinating and diverse range of approaches and views about phenomenological inquiry as applied in educational research. Written by a group of international scholars concerned about understanding lived experience, the editors assemble theoretical ideas, methodological approaches and empirical research to create a distinctive transdisciplinary outlook. Embodying many unique and useful insights the book provokes thought about the possibilities for phenomenology in contemporary educational research. The international contributors highlight what an exploration of lived experience can offer qualitative research and extend on methodologies commonly used in educational research. By grounding phenomenological inquiry in the complexities of doing research across discipline areas in education, the writers of the book forge links between theory and empirical research, and give their unique perspectives about how phenomenological ideas are being and might be employed in educational research. The book is thus carefully crafted to address both phenomenology as a philosophical tradition and its possibilities for educational research. This scholarly work will appeal to educational researchers, as well as those in broader social research. It taps into the growing international interest in phenomenological research in education which brings attention to lived experience and the highly important affective dimension of learning.
Book Synopsis The Phenomenological Study of the Experiences of Elementary Title I Teachers' Use of Digital Technology in the Classroom by : Rebecca S. Acosta
Download or read book The Phenomenological Study of the Experiences of Elementary Title I Teachers' Use of Digital Technology in the Classroom written by Rebecca S. Acosta and published by . This book was released on 2019 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: If Title I elementary students are not given opportunities to learn how to utilize digital technology in their classrooms, a whole segment of the population will lack the knowledge and skills to become successful upon graduation and contribute to the betterment of society. The purpose of this transcendental phenomenological study was to describe the experiences of Central Texas elementary teachers’ use of digital technology in their Title I classrooms. The central research question in this study was: how do Title I elementary teachers in Central Texas describe their experiences using digital technology in the classroom? Two theories framed this investigation. The first was the experiential learning theory which emphasizes the relationship experience plays in adult learning. The second theory was Social Constructivism, specifically Lev Vygotsky’s zone of proximal development which describes how students move through three zones of development to master concepts. Findings from this research revealed how 11 Title I elementary teachers are preparing their students for life in the 21st century through technology integration. Data collection was conducted through interviews, focus groups, and writing prompts. All data was analyzed using Moustakas’ steps for data analysis. This research revealed the depth of technology integration in Title I elementary schools and the dedication these participants had regardless of the barriers they had to overcome. Recommendations include further research with more Title I elementary schools and added student perspectives.
Book Synopsis The Lived Experiences of Faculty who Use Instructional Technology by : Heath V. Tuttle
Download or read book The Lived Experiences of Faculty who Use Instructional Technology written by Heath V. Tuttle and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
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:
Book Synopsis A Phenomenological Study of the Impact of Pre-Service and In-Service Training Regarding the Integration of Twenty-First Century Technologies Into Selected Teachers' Instruction by : Christopher Clark
Download or read book A Phenomenological Study of the Impact of Pre-Service and In-Service Training Regarding the Integration of Twenty-First Century Technologies Into Selected Teachers' Instruction written by Christopher Clark and published by . This book was released on 2013 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study is to understand how in-service teachers with three to five years of experience perceive their pre-service and in-service training regarding the integration of twenty-first century technology into their instruction. Twenty participants from a rural public school system in southeast North Carolina participated. This study attempted to describe the following: (1) How do third through fifth year teachers in one public school district in North Carolina feel about their technological awareness and ability to integrate twenty-first century technologies into their instruction? (2) How do third through fifth year teachers in one public school district in North Carolina describe their college experiences with training them to integrate twenty-first century technology into their instruction? (3) How do third through fifth year teachers in one public school district in North Carolina describe the staff development initiatives aimed at training them to integrate twenty-first century technology into their instruction? Through interviews, a focus group, and the use of the Computer User Self-Efficacy (CUSE) survey, themes were identified that described participant perceptions of the phenomena of twenty-first century technology integration training. Participant reported themes were: (a) high level of confidence and skill when selecting twenty-first century technologies, (b) integration must be planned for, (c) college professors rarely integrated technologies, (d) twenty-first century technology assignments were neither purposeful nor rigorous, (e) integration confidence/competence began during field placements, (f) staff development exposed participants to a wealth of technologies, and (g) staff development lacked focus and purpose. In turn these themes were used in developing a list of best practices as articulated by the participants. The implications are discussed and further recommendations are made for college of educa
Book Synopsis Phenomenological Studies in Education by : DeHart, Jason D.
Download or read book Phenomenological Studies in Education written by DeHart, Jason D. and published by IGI Global. This book was released on 2023-07-03 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: Phenomenology is a rich and varied approach in the world of qualitative research. This book will draw upon phenomenological methods and methodology, including but not limited to hermeneutical and descriptive approaches, to study education from K-12 to university and teacher-focused inquiry. It will enrich the field of research methodology by promoting a greater understanding of phenomenology and applying it to studies in the realm of education. Phenomenological Studies in Education explores and applies methods associated with phenomenological work to build knowledge of experiences in education and pedagogy. Covering topics such as building inclusive environments, descriptive phenomenology, and phenomenological interviewing experiences, this book is ideal for researchers in educational studies, qualitative researchers, and students studying education.
Book Synopsis TheNature of University-Led Technological, Pedagogical, and Content Knowledge (TPACK) Professional Development by : Jade Nicole Wallace
Download or read book TheNature of University-Led Technological, Pedagogical, and Content Knowledge (TPACK) Professional Development written by Jade Nicole Wallace and published by . This book was released on 2018 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use of technology has become customary for many faculty teaching in institutions of higher education. And, many institutions provide professional development (PD) for integrating instructional technology into the classroom. But, research shows that many PD opportunities emphasize the use of specific technology tools and are inefficient at teaching faculty how to approach technology integration that is particular to their discipline. The objective of this study was to explore instructional technology administrators' lived experiences creating technology-integration profession development opportunities for education faculty and education faculty's experiences participating in these opportunities. The rationale for this study emanates from the researcher's aspiration to create PD opportunities for education faculty that enhance the effectiveness of their teaching. This study utilized a qualitative transcendental phenomenological methodology to explore the lived experiences of instructional technology administrators and education faculty. The central question to guide this study was the following: Using the Technological, Pedagogical, and Content Knowledge (TPACK) framework, what are instructional technology administrators' lived experiences on creating technology-integration professional development opportunities for education faculty, and what are education faculty's lived experiences engaging in technology-integration professional development? Purposeful and snowball sampling methods were used for selecting three instructional technology administrators and eight education faculty. The primary data collection method was an in-depth interview; supportive methods included non-participant observations and document analysis. The data were coded through initial and focused coding. Through analysis and interpretation, data were organized into themes that emerged in the data. This study revealed many experiences associated with creating and engaging in technology-integration PD. These experiences showed that PD is created for large audiences and covers broad topics; however, education faculty are interested in support for a specific task. TPACK professional development is infrequent. However, based on the one-to-one nature of support that is often given to education faculty, there is potential to offer TPACK PD in alternative settings outside of the traditional large-group environments. Recommendations are offered for instructional technology administrators, university leaders, and further research opportunities. Given the various resources available in each instructional technology department, the recommendations put forth should be considered for its appropriateness on an individual university basis.
