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Author : Katelyn Donohue
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (142 download)
Download or read book Secondary Teachers' Perceptions of One-to-One Technology Program Implementation and Use written by Katelyn Donohue and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Stephanie Leister
Publisher :
ISBN 13 :
Total Pages : 142 pages
Book Rating : 4.:/5 (18 download)
Download or read book Administrators’ and Teachers’ Perceptions of Implementation of Instructional Technology in Secondary One-to-one Laptop Computing Environments written by Stephanie Leister and published by . This book was released on 2019 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The twenty-first century has been characterized by dramatic increases in personal and societal reliance on rapidly evolving and newly emerging technology. Reflecting the prevalent use of learning technologies, several school districts are adopting one of the fastest growing trends in education today, one-to-one computing initiatives, to enhance their learning environments (Bebell & Kay, 2010; Prososki, 2015). Educators in one-to-one computing environments, especially administrators and teachers, are experiencing the effects of the increased use of technology both in and out of the classroom. The purpose of this qualitative research study is to understand administrator and teacher perceptions about the process of implementing new technology in one-to-one laptop computing environments. Michael Fullan’s (2007) theory of educational change provided the theoretical framework for this study, proposing three overlapping phases of change: initiation, implementation, and institutionalization. The participants of this study represented two southeastern Pennsylvania school districts, which participated in one-to-one laptop computing environments for at least three years. Data were gathered from responses of 10 teachers and five administrators. Perceptions of administrators and teachers in school districts implementing technology in one-to-one laptop computing environments were gathered during the primary phase of data collection. These data were transcribed and analyzed for key words and phrases, in addition to common themes. A theoretical model was derived from this study, identifying six conditions for successful technology implementation. This study concludes with recommendations for further research into technology implementation and one-to-one laptop computing environments.
Author : Megan Knops
Publisher :
ISBN 13 : 9780355628234
Total Pages : 137 pages
Book Rating : 4.6/5 (282 download)
Download or read book Teachers' Perceptions of Professional Development for One-to-one Technology Integration in an Elementary School Setting written by Megan Knops and published by . This book was released on 2017 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research supports the educational value of students using one-to-one devices in the school setting. For the purpose of this case study, a one-to-one device is a small portable electronic computing device. This dissertation examines how putting a one-to-one-device into the hands of every student directly affects the professional development needs of teachers as it relates to teachers' ability to integrate technology into their instruction. Specifically, this case study analyzes how professional development is perceived by teachers as it relates to their integration of one-to-one technology into instruction and what type of professional development teachers prefer in order to meaningfully implement one-to-one technology into their instruction. Hence, this dissertation addresses what type of technology professional development is necessary for the successful implementation of one-to-one devices. This case study looked at teacher self-efficacy in using technology during instruction, as well as the professional development needs teachers may have, which would allow for their effective integration of technology into instruction. The results indicate that if technology is an integral part of how a teacher delivers instruction, teachers then need to be empowered with the necessary professional development. After analyzing the teachers' perceptions of professional development as it related to one-to-one technology integration, the three themes that emerged from this case study were lack of structured professional development, unclear expectations, and attitudinal resistance to one-to-one device integration. This case study identified that the teachers in the study's school district lack the appropriate level of professional development to implement one-to-one technology meaningfully into their instruction. By identifying the problem and analyzing the data through an online survey and face-to-face interviews, the reader will be better able to understand why teachers may not be prepared to deliver instruction using one-to-one devices without a more defined vision from their district and technology professional development that will meet their individual needs. These findings are significant because they will help school districts plan the appropriate level and types of professional development opportunities that are needed to support their teachers in effectively implementing one-to-one technology into instruction.
Author : Lin, Chin-Hsi
Publisher : IGI Global
ISBN 13 : 1522504842
Total Pages : 338 pages
Book Rating : 4.5/5 (225 download)
Download or read book Preparing Foreign Language Teachers for Next-Generation Education written by Lin, Chin-Hsi and published by IGI Global. This book was released on 2016-07-21 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: The growth of Information and Communication Technology (ICT) has changed the dynamics of education, as self-directed learning, especially on mobile devices, is as accessible as ever. Despite the near infinite amount of information available for students outside of school, the classroom remains the most critical aspect of student’s growth. Teachers now play crucial roles in engaging ICT’s full potential to create an environment of meaningful learning to develop students’ critical thinking skills. Preparing Foreign Language Teachers for Next-Generation Education concerns itself with the integration and study of new technologies in foreign-language education. Featuring theoretical and empirical chapters related to the confluence of teacher-education, teacher cognition, and innovative technologies, it provides engaging insight into foreign-language teachers’ perceptions and the influence of those perceptions. This publication is quintessential to foreign-language teachers, administrators, policy makers, students of education, programmers, and developers.
Author : Robert E. Whicker
Publisher :
ISBN 13 :
Total Pages : 344 pages
Book Rating : 4.:/5 (89 download)
Download or read book Framing Complexity written by Robert E. Whicker and published by . This book was released on 2012 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: The topic for this dissertation is to investigate perceptions within the implementation of established one to one laptop learning programs in Alaska high schools. A primary purpose is to gain understanding of teacher and student perception of their technology use levels by establishing a level of adoption. A secondary purpose is to gain understanding of teacher perceptions regarding concerns and implementation concepts. The theoretical framework for this study used a concurrent mixed methods approach, beginning with a quantitative broad survey with supporting qualitative open-ended questions. The sample used for this study includes public high school teachers and students, who are part of a one-to-one laptop program in thirteen schools districts across Alaska. Analysis of frequencies of technology use and levels of proficiency for both students and teachers were made in areas of personal and classroom use. Teacher professional practice was also analyzed with an emphasis on professional development. Statistical analysis included analysis of variance of demographic measures and classroom use, correlation and regression of teachers' levels of proficiency. Findings indicated a mature implementation of one to one programs throughout the teacher population sample with teachers reporting high stages of concern and moderate levels of technology use focused on the students' use of technology for learning. Implementation recommendations indicated by this study include the use of a framework to measure program progress and to gather teacher voices through the life of a project, clear communication of program goals, and a professional development model suited toward. teachers' needs. This study will provide a baseline of knowledge for future studies in Alaska.
Author : Richard D. F. Eby
Publisher :
ISBN 13 :
Total Pages : 149 pages
Book Rating : 4.:/5 (131 download)
Download or read book Perceptions of the Purpose and Impact of a One-to-one Technology Implementation in K-12 Education written by Richard D. F. Eby and published by . This book was released on 2019 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study was conducted to explore one-to-one technology implementation's overall purpose, impacts on pedagogy, student learning, and the value of professional development in Kindergarten to 12th grade education. Through the use of surveys and interviews, perceptual data was gathered from 72 teachers and 11 administrators located in three southeastern Pennsylvania school districts that have adopted a district-wide one-to-one technology implementation. The findings supported by the research uncovered that the majority of administrators and teachers believed that the purpose of implementing a one-to-one technology initiative was to personalize learning and improve students' creativity through increased collaboration. The personalization of learning was not meant to improve achievement scores but instead meet each student's needs and create more opportunities to learn. Personalizing learning was believed by administrators to be a transformational shift in teachers' pedagogy. However, the majority of teachers believed that although there were clear benefits of the technology, it had not necessarily transformed their pedagogy. The teachers in this study also clearly identified that the professional development to support the one-to-one technology implementation needed to have a focus on a vision, be personalized, and allow for colleague collaboration right from the beginning. Administrator data showed that even though they understood the value of personalizing professional development, they believed there was a benefit in an initial whole group format. This study's findings will provide research based strategies to assist the success of new and established one-to-one technology implementations.
Author : Janet Ward Schofield
Publisher : Cambridge University Press
ISBN 13 : 9780521479240
Total Pages : 288 pages
Book Rating : 4.4/5 (792 download)
Download or read book Computers and Classroom Culture written by Janet Ward Schofield and published by Cambridge University Press. This book was released on 1995-10-27 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Computers and Classroom Culture, first published in 1996, explores the meaning of computer technology for our schools.
Author : Kaitlin Martinez
Publisher :
ISBN 13 :
Total Pages : 77 pages
Book Rating : 4.:/5 (88 download)
Download or read book Technology Implementation in K-12 Schools written by Kaitlin Martinez and published by . This book was released on 2012 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the National Center for Education Statistics, even though 97% of classrooms have at least one instructional computer available, only 40% of teachers in public schools (including elementary and secondary) report using computers in the classroom often. My project aims to illustrate the barriers that are keeping K-12 teachers from integrating technology in their classrooms, such as the lack of availability for training, teacher's lack of knowledge or schooling, or a lack of IT support. It also discusses possible solutions to the problem, such as teacher training and better resources. By assessing the Level of Technology Integration, or LoTi, we can learn how much or how often a teacher is using technology in a classroom. My project consists of conducting a research study that will aim to reinforce the hypothesis that the LoTi in K-12 schools is lower than expected, considering the availability of computers and technology. By learning the severity of the obstacles teachers face, we can work on possible solutions. The findings of this study were that teachers face barriers that inhibit them from implementing technology no matter what type of school environment they are in. These barriers come from lack of time, access, but most strongly from the self-efficacy of the teachers. Teachers need professional development and training to develop their skills and confidence, which will positively impact students, the school, and the overall education system.
Author : Smith Alfreda
Publisher : LAP Lambert Academic Publishing
ISBN 13 : 9783659751516
Total Pages : 208 pages
Book Rating : 4.7/5 (515 download)
Download or read book Secondary School Teachers' Perceptions of Laptops in Classrooms written by Smith Alfreda and published by LAP Lambert Academic Publishing. This book was released on 2015-07-10 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Similar to most schools, the availability of technology is not a problem for HMS and HHS, but changing attitudes and perceptions about technology use still remains a concern. The focus of digital age teaching and learning needs to remain a priority in education or technology integration will lack understanding and direction (Mueller, Wood, Willoughby, Ross, & Specht, 2008). Because of the amount of money budgeted for technology expenditures, district and school leaders are under pressure from stakeholders to promote effective use of technology (Schrum & Levin, 2009). With the increased amount of funding in the area of technology provided to the two schools in this study as well as the overwhelming demand for constructivist style teaching and learning, a minimum amount of study has been done in HSD to determine whether the teachers perceive technology integration as a pivotal part of developing essential skills to compete in global society and how professional development play a role in the implementation.
Author : Jared D. McClure
Publisher :
ISBN 13 :
Total Pages : 250 pages
Book Rating : 4.:/5 (12 download)
Download or read book Implementing a 1:1 Technology Program in a Rural, Public School written by Jared D. McClure and published by . This book was released on 2020 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Stephen C. Puckett
Publisher :
ISBN 13 :
Total Pages : 143 pages
Book Rating : 4.:/5 (969 download)
Download or read book Teacher Perceptions of Bring Your Own Technology Classrooms written by Stephen C. Puckett and published by . This book was released on 2015 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This study examined a relatively new phenomenon that has not been fully investigated in educational research: Has the implementation and utilization of mobile technology in the classroom influenced the pedagogical practices and understanding of teachers in these classrooms? Few researchers have examined the perspectives of teachers in these unique learning environments to understand their lived experiences and how this new education landscape may be impacting the teaching paradigm. This research is framed in communication and social learning theory, pedagogical theory, and mobile learning theory. (Bandura, 1969; Friere, 1968; McMahan, 1997; Schunk, 2000; Sharples, 2006; Siemens, 2005; Vgotsky, 1978) to provide lenses for understanding the essence of meaning that exists among teachers experiencing the unique phenomenon of Bring Your Own Technology (BYOT) learning environments. The participants were 12 secondary education teachers from a mid-sized suburban school system who have been implementing and utilizing BYOT for two or more years. A qualitative, phenomenological case study approach using Moustaka’s modified Van Kaam methodology was employed to collect, analyze, and report data in such a way as to honor the lived experiences of these teachers. The methodology included detailed transcription and analysis of small group interviews and journal responses. This study opened the door of 12 classrooms across a variety of content areas and shared the essence of the ii experiences of teaches as they lived in a mobile technology infused learning environment. This research found that allowing student use of mobile technology in the classroom had little impact on the core business of teaching in regards to the curriculum, assessment, and skills being taught. Rather, the BYOT phenomenon created a new sense of immediacy, flexibility, and relevancy that was influencing how teachers understand and practice pedagogy.
Author : Robert Woodbury Jr.
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (983 download)
Download or read book The Effects of a Training Session on Teacher Knowledge, Perceptions, and Implementation of Assistive Technology in Secondary Schools written by Robert Woodbury Jr. and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the prevalence of students with mild disabilities in special education and the legal mandate to consider assistive technology to support their needs, research suggests low rates of assistive technology use by this population (Bouck, Maeda, & Flanagan, 2012; Derer, Polsgrove, & Rieth, 1996; Quinn, Behrmann, Mastropieri, & Chung, 2009). One major barrier to assistive technology consideration and implementation cited by teachers is a lack of training. This study examined changes in teachers0́9 knowledge, perceptions, and implementation of assistive technology as a result of a hands-on teacher training session. Participants included 61 regular and special education teachers and administrators in secondary public schools in one Western state. Participants completed a pre-training survey measuring their knowledge and experience with assistive technology, as well as their attitudes about using assistive technology. They then participated in a hands-on training session about assistive technology held at their school. After the training session, participants completed a post-training survey, as well as a follow-up survey given 30 days after the training session. The follow-up survey measured changes in participant implementation of assistive technology following the training session. Results of this study show that a teacher training session improved regular and special education teachers0́9 and administrators0́9 knowledge and perceptions of assistive technology. The findings also show that 49% of respondents to the follow up survey reported using assistive technology in their classrooms following the training session. Implications for future research are discussed.
Author : Michele Jo Wilson
Publisher :
ISBN 13 :
Total Pages : 65 pages
Book Rating : 4.:/5 (785 download)
Download or read book Teachers' Professional Growth written by Michele Jo Wilson and published by . This book was released on 2011 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt: The integration of technology into content area teaching while taking into account state standards is a continuing challenge for secondary teachers. To address this challenge, six high school teachers participated in one-on-one tutoring sessions conducted by the researcher. The Technological Pedagogical Content Knowledge (TPACK), which posits that teachers add technology into their practice by blending it with content and pedagogy, served as the theoretical framework and guided implementation of the project. During the one-on-one tutoring sessions, which occurred weekly in hour-long sessions for a five- to eight-week period, teachers selected the focus of the training sessions. To assess teacher perceptions of efficacy quantitative data were gathered prior to and following the intervention using an on-line survey tool. Although pre- to post-intervention scores on the survey increased, the difference was not significant. With respect to the qualitative data four themes emerged. First, there were specific processes and patterns that emerged within the sessions related to the TPACK framework. Teachers selected either technology or content to initiate sessions. Teachers did not begin sessions with high yield pedagogical strategies as a focus. Second, one-on-one tutoring fostered an initial sense of community, and as the project progressed, a community of practice emerged. Third, challenges emerged related to technology and high yield pedagogical strategies. At times technology did not work or teachers expressed there was too much to grasp and apply to their practice. Additionally, the appropriate applications of high yield instructional strategies also presented challenges to participants. Fourth, based on their participation in the project, teachers expressed an increased sense of efficacy with respect to conducting their work. The discussion was focused on how teachers created a community of practice to support their professional growth, which influenced efficacy for teaching as they became increasingly effective in blending technology, pedagogy and content.
Author : Peter J. Aiken
Publisher :
ISBN 13 :
Total Pages : 122 pages
Book Rating : 4.:/5 (131 download)
Download or read book Technology Integration and the Professional Development Needs in Three One-to-one Computing High Schools written by Peter J. Aiken and published by . This book was released on 2012 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to ascertain the perceptions of technology integration by teachers from three one-to-one computing high schools in Pennsylvania. The three schools studied were all in various stages of the one-to-one initiative. The study was guided by two questions: What are the perceptions of teachers from three one-to-one computing high schools related to the use of technology in their classrooms? Also, what are the teachers' perceptions of professional development needs related to one-to-one laptop use? The perceptions of 89 teachers were collected using an online survey. The first part of the survey identified the tasks for which the students were using technology, the years of experience of the teachers, and the content areas of the teachers. The second part of the survey asked the teachers to respond to statements aligned to the levels of technology integration. The final part of the survey asked the teachers to respond to statements regarding frequency and types of professional development. Personal interviews were conducted with 22 participants from the three different schools. The findings indicate the teachers from the three schools studied perceived a high rate of technology integration. Additionally, the professional development program in regards to technology integration was most effective when it was teacher led, content focused, and choice driven.
Author : Christopher Brantley
Publisher :
ISBN 13 :
Total Pages : 194 pages
Book Rating : 4.:/5 (12 download)
Download or read book Secondary Teachers' Perceptions and Self-efficacy Regarding Technology Integration written by Christopher Brantley and published by . This book was released on 2017 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to examine how teachers from various levels of technology self-efficacy perceive and implement technology within their specific classroom. Using a qualitative approach, I explored four public schools from a medium to large-sized school district in the Southeastern United States. The Technology Integration Confidence Scale (TICS) was used to purposively select 10 secondary teachers from the west side of Beach County (a pseudonym). The secondary teachers were placed into three groups based upon their individual self-efficacy level towards technology integration: (a) low, (b) average, and (c) high. Data was collected through the following methods: (a) TICS questionnaire, (b) face-to-face interviews, (c) classroom observations, and (d) focus groups. Social cognitive theory and activity theory were used as the theoretical framework. The data was analyzed using the seven steps as prescribed by Moustakas (1994): (a) bracket my personal knowledge, (b) record all relevant statements, (c) list non-repetitive/non-overlapping statements, (d) develop meaning units, (e) synthesize themes, (f) reflect and construct a description, and (g) construct a composite description of the lived experiences. Using this framework, five distinct themes emerged: (a) perceived integrated environment, (b) criteria for selection, (c) professional development, (d) integration barriers, and (e) reflective observations. The findings of this study will impact two main stakeholders: (a) the district leadership, whereas the district must provide adequate availability as well as a comprehensive districtwide technology use plan and (b) the classroom teachers, whereas they need to make a commitment to learn as well as use the technology.
Author : Susan M. Gay
Publisher :
ISBN 13 :
Total Pages : 272 pages
Book Rating : 4.:/5 (376 download)
Download or read book Teaching with Technology written by Susan M. Gay and published by . This book was released on 1997 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Carl Bereiter
Publisher : Routledge
ISBN 13 : 1135644799
Total Pages : 541 pages
Book Rating : 4.1/5 (356 download)
Download or read book Education and Mind in the Knowledge Age written by Carl Bereiter and published by Routledge. This book was released on 2005-04-11 with total page 541 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, Carl Bereiter--a distinguished and well-known cognitive, educational psychologist--presents what he calls "a new way of thinking about knowledge and the mind." He argues that in today's Knowledge Age, education's conceptual tools are inadequate to address the pressing educational challenges and opportunities of the times. Two things are required: first, to replace the mind-as-container metaphor with one that envisions a mind capable of sustaining knowledgeable, intelligent behavior without actually containing stored beliefs; second, to recognize a fundamental difference between knowledge building and learning--both of which are essential parts of education for the knowledge age. Connectionism in cognitive science addresses the first need; certain developments in post-positivist epistemology address the second. The author explores both the theoretical bases and the practical educational implications of this radical change in viewpoint. The book draws on current new ways of thinking about knowledge and mind, including information processing, cognitive psychology, situated cognition, constructivism, social constructivism, and connectionism, but does not adhere strictly to any "camp." Above all, the author is concerned with developing a way of thinking about the mind that can usher education into the knowledge age. This book is intended as a starting point.
