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A Phenomenology Of Teachers Experiences Using One To One Technology In Rural North Carolina Middle Schools
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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 A Phenomenological Study of North Carolina Elementary Teachers' Lived Experiences with Google Classroom Integration by : Hilary Dodson
Download or read book A Phenomenological Study of North Carolina Elementary Teachers' Lived Experiences with Google Classroom Integration written by Hilary Dodson and published by . This book was released on 2020 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand North Carolina elementary school teachers’ perceptions of Google Classroom technology integration as a lived experience. Google Classroom is a learning management system and component of the technology integration that many teachers use to organize their classroom content. The discovery learning theory by Bruner guided this study. The problem of this study was North Carolina elementary teachers experience difficulties integrating technology, using applications like Google Classroom, in combination with more traditional curriculum and instructional strategies. The central research question was: What are North Carolina elementary teachers’ perceptions of the ways in which Google Classroom technology integration impacts classroom instruction? The three subquestions then probed North Carolina elementary teachers’ perceptions of the ways Google Classroom technology integration impacts student understanding, professional development, and teacher attitudes. Participants for the study included 12 teachers from four Google Elementary Schools in the Piedmont Triad area of North Carolina. Data were collected through individual interviews, a focus group, and Google Slides, and yielded four major themes: (a) implementation of technology, (b) teacher training and support, (c) impact on student understanding, and (d) attitudes about implementing technology. The findings indicated a concise implementation process which assisted with teacher acceptance of technology integration. Findings also revealed training and support at the school level played a key role in teacher acceptance of Google Classroom. Most participants expressed a positive attitude about technology integration.
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 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 Teacher's Experiences in Implementing Technology-rich Curriculum for Student Achievement by : Dorrothe Jean
Download or read book Teacher's Experiences in Implementing Technology-rich Curriculum for Student Achievement written by Dorrothe Jean and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study is to describe how premillennial teachers at East Orange Public School (EOPS, a pseudonym) respond to technology-rich curriculum. Twelve elementary school premillennial teachers will participate in the study focused on one central research question and three sub-questions: (a) What is the lived experience of elementary teachers implementing technology-rich mathematics curriculum? (b)How do elementary school teachers perceive their preparedness for teaching in a classroom where technology-rich math curriculum has been implemented? (c)How do elementary school teachers describe their transitions from a premillennial curriculum to a millennial curriculum where it has been implemented? (d) How do premillennial elementary school teachers generate and disseminate cooperative ideas among colleagues about implementing technology-rich math curriculum into the classroom curriculum? This study will utilize the theoretical framework of Weiss’s theory of change. Purposeful sampling will be used to identify urban elementary school teachers who have taught for at least three years after completing the teacher preparation program. Data will be collected using interviews from 12 premillennial teachers with at least three years of teaching experience. Data collection will include individual interviews and the three focus group interviews which will be audio-recorded, transcribed, and coded. Data will also be collected via reflective journal prompts. Data analysis will consist of within-case analysis and descriptive coding, organizing, and synthesizing of emerging themes. Trustworthiness will be addressed through triangulation and member checks.
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 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 Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2004 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
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 A Phenomenological Study of Perceived Factors Influencing Math Teachers' Technology Self-efficacy by : Jenna Marie Finnegan
Download or read book A Phenomenological Study of Perceived Factors Influencing Math Teachers' Technology Self-efficacy written by Jenna Marie Finnegan and published by . This book was released on 2021 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore how a teacher's technology self-efficacy influences decisions they make about the use of technology in their classrooms. The factors influencing teachers' technology self-efficacy were examined through a qualitative transcendental phenomenological research design. This study's theoretical framework was based on the combination of social cognitive theory and self-efficacy theory; both provide insight into how external and internal factors can influence a person's perception of their abilities. Using these theories helped identify and describe the self-efficacy experiences of high school math teachers. This research was conducted during the 2020-2021 school year using a qualitative approach to explore the technology self-efficacy of high school mathematics teachers from school districts in Virginia. The study was divided into two phases: interviews with teachers, document analysis and focus groups, and qualitative data aggregation. To collect a participant pool, an initial demographic survey was administered to all full-time, certified math teachers at five rural school sites. Next, a group of ten teachers with varying levels of technology self-efficacy were interviewed and participated in a focus group to better understand factors influencing their current level of self-efficacy. Document analysis was performed using a letter of advice from each participant to a teacher struggling with technology integration. The data analysis was completed using Moustakas' systematic steps to provide textural and structural descriptions that capture the essence of teachers' experiences with technology. The results of this transcendental phenomenological study showed that mastery experiences accounted for 47% of the codes that were given to statements made by participants. Participants shared that practicing before using new technology with students was a critical experience that teachers used to increase their self-efficacy.
Book Synopsis Funds of Knowledge by : Norma Gonzalez
Download or read book Funds of Knowledge written by Norma Gonzalez and published by Routledge. This book was released on 2006-04-21 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Book Synopsis A Phenomenological Study of Secondary Teachers' Experiences with a Mandated Transition to and from Synchronous Online Instruction by : Susan P. Lyman
Download or read book A Phenomenological Study of Secondary Teachers' Experiences with a Mandated Transition to and from Synchronous Online Instruction written by Susan P. Lyman and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to understand secondary teachers’ experiences with an unexpected transition between in-person teaching and virtual modalities for secondary educators in New York public schools. The theory that guided this study was Schlossberg’s transition theory which provided a lens through which to understand the shared experiences of making an unplanned transition from face-to-face teaching to online platforms. The study was qualitative and followed a phenomenological research design. The setting for this study was multiple public school districts in Nassau and Suffolk Counties on Long Island, New York. The sample was 10 secondary public school teachers from different content areas. I used Moustakas’ transcendental phenomenology procedures to analyze data collected from interviews, journal prompts, and a focus group. Findings showed the importance of support in the educational process, especially in times of emergency remote instruction. There was a continuous feeling of uncertainty throughout the transition pertaining to technology and how long remote instruction would last. A major finding of the study was that human connections are supreme in the teaching world, especially in times of crisis.
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 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 A Phenomenological Study of English Teachers' Experiences, Beliefs, and Self-efficacy Regarding 1:1 IPAD Technology by : Kaitlyn Mosie
Download or read book A Phenomenological Study of English Teachers' Experiences, Beliefs, and Self-efficacy Regarding 1:1 IPAD Technology written by Kaitlyn Mosie and published by . This book was released on 2019 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Case Against Homework by : Sara Bennett
Download or read book The Case Against Homework written by Sara Bennett and published by Harmony. This book was released on 2007-08-28 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Does assigning fifty math problems accomplish any more than assigning five? Is memorizing word lists the best way to increase vocabulary—especially when it takes away from reading time? And what is the real purpose behind those devilish dioramas? The time our children spend doing homework has skyrocketed in recent years. Parents spend countless hours cajoling their kids to complete such assignments—often without considering whether or not they serve any worthwhile purpose. Even many teachers are in the dark: Only one of the hundreds the authors interviewed and surveyed had ever taken a course specifically on homework during training. The truth, according to Sara Bennett and Nancy Kalish, is that there is almost no evidence that homework helps elementary school students achieve academic success and little evidence that it helps older students. Yet the nightly burden is taking a serious toll on America’s families. It robs children of the sleep, play, and exercise time they need for proper physical, emotional, and neurological development. And it is a hidden cause of the childhood obesity epidemic, creating a nation of “homework potatoes.” In The Case Against Homework, Bennett and Kalish draw on academic research, interviews with educators, parents, and kids, and their own experience as parents and successful homework reformers to offer detailed advice to frustrated parents. You’ll find out which assignments advance learning and which are time-wasters, how to set priorities when your child comes home with an overstuffed backpack, how to talk and write to teachers and school administrators in persuasive, nonconfrontational ways, and how to rally other parents to help restore balance in your children’s lives. Empowering, practical, and rigorously researched, The Case Against Homework shows how too much work is having a negative effect on our children’s achievement and development and gives us the tools and tactics we need to advocate for change. Also available as an eBook
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.
