Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Comparisons Of Mississippi Elementary And Secondary Teachers Attitudes And Perceptions Of Competency For Integrating Technology In The Classroom
Download Comparisons Of Mississippi Elementary And Secondary Teachers Attitudes And Perceptions Of Competency For Integrating Technology In The Classroom full books in PDF, epub, and Kindle. Read online Comparisons Of Mississippi Elementary And Secondary Teachers Attitudes And Perceptions Of Competency For Integrating Technology In The Classroom ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Comparisons of Mississippi Elementary and Secondary Teachers' Attitudes and Perceptions of Competency for Integrating Technology in the Classroom by : Bernell Topp Kelly
Download or read book Comparisons of Mississippi Elementary and Secondary Teachers' Attitudes and Perceptions of Competency for Integrating Technology in the Classroom written by Bernell Topp Kelly and published by . This book was released on 2003 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2003 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Attitudes and Perceptions of Mississippi Career and Technology School Administrators Toward Technology Integration and Their Knowledge and Use of the National Educational Technology Standards for School Administrators (NETS-A) by : Janice Holman Sears
Download or read book Attitudes and Perceptions of Mississippi Career and Technology School Administrators Toward Technology Integration and Their Knowledge and Use of the National Educational Technology Standards for School Administrators (NETS-A) written by Janice Holman Sears and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine Mississippi's Career and Technology School Administrators' attitudes and perceptions toward technology integration and to determine their knowledge and use of the NETS·A. The study contributed to the literature on technology integration and the NETS·A in the secondary classroom. The research design for this study was descriptive and correlational. A pilot study was conducted prior to the commencement of the research study in which no problems were identified. Out of a population of 144 Mississippi Career and Technology School Administrators, 102 participated in the study. A survey instrument consisting of three parts was used in this study. Part I of the instrument was designed to collect demographic data and to determine administrators' training and experience with technology. Part II was the "Survey of Administrative Attitudes and Perceptions toward Technology Integration", and Part III was the "Administrator Technology Self-Assessment Tool". The research questions posed in the study were developed to examine Mississippi Career and Technology School Administrators' attitudes and perceptions toward technology integration and to determine their knowledge and use of the NETS·A. The study was further designed to determine whether relationships existed between the variable attitude and perceptions and the variables knowledge and use, demographic characteristics, and experience and training with technology integration. Pearson r, Spearman rs, and Point-biserial rpb were used to analyze the data of the returned surveys. After the data were collected and analyzed, the researcher determined that there was a statistically significant correlation between Mississippi Career and Technology School Administrators' attitudes and perceptions of technology integration and the variable knowledge and use of the NETS·A and the variable experience and training with technology integration. There was no statistically significant correlation between Mississippi's Career and Technology School Administrators' attitudes and perceptions of technology integration and the variables age, sex, and years experience as an administrator. Conclusions and recommendations based on the findings in this study indicated that Mississippi Career and Technology School Administrators should be required to increase their experience and training with technology integration. School administrators should also broaden their knowledge and increase their use of the NETS·A.
Book Synopsis Attitudes and Perceptions of Mississippi Career and Technology School Administrators Toward Technology Integration and Their Knowledge and Use of the National Educational Technology Standards for School Administators (NETS-A) by : Janice Holman Sears
Download or read book Attitudes and Perceptions of Mississippi Career and Technology School Administrators Toward Technology Integration and Their Knowledge and Use of the National Educational Technology Standards for School Administators (NETS-A) written by Janice Holman Sears and published by . This book was released on 2006 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Attitudes and Perceived Self-efficacy of Mississippi Career and Technical Educators Toward Information and Communication Technology by : Jason Christopher Crittenden
Download or read book Attitudes and Perceived Self-efficacy of Mississippi Career and Technical Educators Toward Information and Communication Technology written by Jason Christopher Crittenden and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Research indicates that positive attitudes toward information and communication technology, coupled with a high perceived level of self-efficacy, greatly assist teachers as they strive to integrate technology into their curricula. Therefore, the purpose of the study was to investigate the attitudes and perceived levels of self-efficacy as they pertain to information and communication technology (ICT) of career and technical educators at high schools in Mississippi in an effort to better understand one part of the fabric that makes up the educational mosaic in Mississippi. Participants for this study included career and technical educators teaching in one of three disciplines: 1) Agriculture, 2) Allied Health, or 3) Business and Technology. The instrument used for this study was the Information and Communication Technology Attitude and Self-Efficacy Survey (ICTASES). The researcher collected information pertaining to the educators' attitudes and self-efficacy toward information and communication technology, as well as participant demographics. The results of the study indicated that the attitudes of Mississippi career and technical educators toward ICT were positive, while their perceived levels self-efficacy toward ICT was high. The educators in each of the three disciplines demonstrated positive attitudes and high perceived levels of self-efficacy toward ICT despite significant differences between the disciplines. Business and Technology educators demonstrated attitudes and perceived levels of self-efficacy toward ICT that were significantly more positive, and higher, respectively, than those educators teaching Agriculture or Allied Health. Additionally, the study found that that the more advanced a degree the educator held, the greater the likelihood that he/she exhibited a more positive attitude and a greater level of perceived self-efficacy toward ICT. Those educators possessing a bachelor or master's degree possessed attitudes and perceived levels of self-efficacy toward ICT that were significantly more than those educators possessing an associate's degree. Finally, the attitudes of the educators toward ICT were found to be positively correlated with the educators' perceived self-efficacy toward ICT. This result indicates that as the level of self-efficacy of the career and technical educators increases so does the likelihood that the positivity of their attitude will increase.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Attitudes and Perceptions of Mississippi Career and Technology School Administrators Toward Technology Integration and Their Knowledge and Use of the National Educational Technology Standards for School Administrators (NETS "). by :
Download or read book Attitudes and Perceptions of Mississippi Career and Technology School Administrators Toward Technology Integration and Their Knowledge and Use of the National Educational Technology Standards for School Administrators (NETS "). written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine Mississippi?s Career and Technology School Administrators? attitudes and perceptions toward technology integration and to determine their knowledge and use of the NETS ". The study contributed to the literature on technology integration and the NETS " in the secondary classroom. The research design for this study was descriptive and correlational. A pilot study was conducted prior to the commencement of the research study in which no problems were identified. Out of a population of 144 Mississippi Career and Technology School Administrators, 102 participated in the study. A survey instrument consisting of three parts was used in this study. Part I of the instrument was designed to collect demographic data and to determine administrators? training and experience with technology. Part II was the "Survey of Administrative Attitudes and Perceptions toward Technology Integration", and Part III was the "Administrator Technology Self-Assessment Tool". The research questions posed in the study were developed to examine Mississippi Career and Technology School Administrators? attitudes and perceptions toward technology integration and to determine their knowledge and use of the NETS ". The study was further designed to determine whether relationships existed between the variable attitude and perceptions and the variables knowledge and use, demographic characteristics, and experience and training with technology integration. Pearson r, Spearman rs, and Point-biserial rpb were used to analyze the data of the returned surveys. After the data were collected and analyzed, the researcher determined that there was a statistically significant correlation between Mississippi Career and Technology School Administrators? attitudes and perceptions of technology integration and the variable knowledge and use of the NETS " and the variable experience and training with technology integration. There was no statistically significant correlation betwee.
Book Synopsis Teacher Attitudes and Beliefs about Successfully Integrating Technology in Their Classroom During a 1:1 Technology Initiative and the Factors that Lead to Adaptations in Their Instructional Practices and Possible Influence on Standardized Test Achievement by : Nicholas Perry
Download or read book Teacher Attitudes and Beliefs about Successfully Integrating Technology in Their Classroom During a 1:1 Technology Initiative and the Factors that Lead to Adaptations in Their Instructional Practices and Possible Influence on Standardized Test Achievement written by Nicholas Perry and published by . This book was released on 2018 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to measure factors that may lead to adaptations by teachers in their instructional practices as they relate to technology integration in a 1:1 laptop environment in a Western Pennsylvania school district. Much has been done around the concept of technology integration in schools and the impact or lack of impact on student achievement. Most of the literature on technology use in schools centers around availability and access to technology in the classroom setting. This study looks at the actual integration of technology through instructional delivery in the classroom. Teacher perceptions with regard to their own instructional practices were gathered using the Technological Pedagogical Content Knowledge (TPACK) Framework and measured next to classroom observational practices as gathered by building administrators throughout the school year. If teacher perceptions using TPACK correlate with instructional technology delivery as measured by classroom observation using SAMR and the Charlotte Danielson Framework, then districts may be able to ensure their investment in technology by focusing on factors that increase likelihood of actual use in the classroom. Participants in this study reported above average comfort with regard to technology as related to technology knowledge and technology pedagogy knowledge which may be attributed to the time and investment in teaching staff by the district through ongoing professional development activities. In addition, teachers were observed implementing technology in their classrooms, in some cases at a higher level of implementation on the SAMR scale, as observed through walkthrough observations. Finally, the district in this study saw tremendous gains by first time test takers on state the mandated standardized test since the inception of the 1:1 initiative which might be attributed to the above mentioned professional development activities focused on technology, technology content creation, and instructional technology delivery.
Book Synopsis Index to American Doctoral Dissertations by :
Download or read book Index to American Doctoral Dissertations written by and published by . This book was released on 1989 with total page 1252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Higher Education Dropout After COVID-19: New Strategies to Optimize Success by : Ana B. Bernardo
Download or read book Higher Education Dropout After COVID-19: New Strategies to Optimize Success written by Ana B. Bernardo and published by Frontiers Media SA. This book was released on 2022-04-27 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1996 with total page 1112 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions, Beliefs, and Attitudes about Technology and the Implementation of Classroom Technology Integration Practices by : Carol Annabel Askin
Download or read book Teacher Perceptions, Beliefs, and Attitudes about Technology and the Implementation of Classroom Technology Integration Practices written by Carol Annabel Askin and published by . This book was released on 2017 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Although the modern world is one of technology, technology is still minimally integrated and frequently used at lower levels in many schools. Despite the recent focus on the 21st-century skills of communication, collaboration, creativity, and critical thinking, technology use in classrooms seems to have stalled. Through this mixed methods case study, the researcher sought to explore the impact that teachers' perceptions, attitudes, and beliefs have on classroom technology integration practices. It is anticipated that by gaining a better understanding of this complex relationship, there may be a greater appreciation for why more teachers are not using computer technology in ways advocated in the literature. Moreover, this may enable educators to facilitate a better alignment between research, practice, and beliefs in order to provide more effective ways of supporting and documenting teacher change. Results from this study showed that there is a strong positive relationship between computer efficacy, teacher efficacy, and the integration of classroom technology. Results also showed there is evidence that student-centered classroom approaches positively influence how what, and when teachers decide to integrate technology into their classrooms and curriculum. Through this case study, the researcher provided a roadmap for larger scale investigations on this topic."--Boise State University ScholarWorks.
Book Synopsis Comprehensive Dissertation Index by :
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Master's Theses Directories written by and published by . This book was released on 2007 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Education, arts and social sciences, natural and technical sciences in the United States and Canada".
Book Synopsis Teacher Perceived Impact of Technology on Elementary Classrooms and Teaching by : Connie M. Crane
Download or read book Teacher Perceived Impact of Technology on Elementary Classrooms and Teaching written by Connie M. Crane and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
