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)

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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.

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 ").

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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.

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)

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ISBN 13 :
Total Pages : 254 pages
Book Rating : 4.:/5 (128 download)

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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:

Dissertation Abstracts International

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ISBN 13 :
Total Pages : 554 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Dissertation Abstracts International by :

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 554 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Administrators' Perceived Knowledge, Importance, and Perceptions of the International Society for Technology in Education Standards for Administrators and Virginia Technology Standards for Instructional Personnel

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ISBN 13 :
Total Pages : 134 pages
Book Rating : 4.:/5 (15 download)

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Book Synopsis Administrators' Perceived Knowledge, Importance, and Perceptions of the International Society for Technology in Education Standards for Administrators and Virginia Technology Standards for Instructional Personnel by : Kimberly Hill

Download or read book Administrators' Perceived Knowledge, Importance, and Perceptions of the International Society for Technology in Education Standards for Administrators and Virginia Technology Standards for Instructional Personnel written by Kimberly Hill and published by . This book was released on 2018 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to determine administrators’ self-assessed perceived knowledge, importance, and perceptions of the International Society for Technology in Education Standards for Administrators (ISTE Standards-A) and the Virginia Technology Standards for Instructional Personnel (VTSIP). A survey instrument based on the ISTE Standards-A and the VTSIP was used in the study. 43 administrators in Virginia participated in the study. The participants were members of the Virginia Association of Elementary or Secondary School Principals. The study found that administrators perceived their knowledge of the ISTE Standards-A as good and their knowledge of the VTSIP as excellent. Administrators strongly agreed that both the ISTE Standards-A and the VTSIP were important in their practice. Additionally, their perceptions of both the ISTE Standards-A and the VTSIP were excellent. There were no statistically significant differences found between the perception of the standards and most of the demographic variables. However, there was a statistically significant difference found between male and female perceptions of the VTSIP. Also, there was a statistically significant difference found between administrators’ perceptions of the ISTE Standards-A and perceptions of the VTSIP The study provided quantitative data on administrators’ perceived knowledge, importance and perceptions of practicing the ISTE Standards-A and the VTSIP. The findings of this study provide valuable information for administrators as they investigate their technology leadership and note areas of improvement, and for the Virginia Department of Education, local education agencies and universities. It is recommended that future research look qualitatively at administrator perceptions of the standards and why males and females differ in their perception of the standards. Further research is also recommended using a larger sample in the state or nationwide, and conducting more research to look into administrative leadership preparation programs, administrators’ perceptions of practice, program alignment or administrator implementation of the ISTE Standards-A and the VTSIP.

THE PERCEPTIONS OF PUBLIC SCHOOL ADMINISTRATORS TOWARD TECHNOLOGY EFFECTIVENESS AND ADEQUACY IN CURRICULUM AND INSTRUCTION IN THE GOLDEN TRIANGLE PUBLIC SCHOOLS OF MISSISSIPPI.

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ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (654 download)

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Book Synopsis THE PERCEPTIONS OF PUBLIC SCHOOL ADMINISTRATORS TOWARD TECHNOLOGY EFFECTIVENESS AND ADEQUACY IN CURRICULUM AND INSTRUCTION IN THE GOLDEN TRIANGLE PUBLIC SCHOOLS OF MISSISSIPPI. by :

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Making Technology Standards Work for You

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Publisher : ISTE (Interntl Soc Tech Educ
ISBN 13 : 9781564841902
Total Pages : 198 pages
Book Rating : 4.8/5 (419 download)

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Book Synopsis Making Technology Standards Work for You by : Susan Brooks-Young

Download or read book Making Technology Standards Work for You written by Susan Brooks-Young and published by ISTE (Interntl Soc Tech Educ. This book was released on 2002 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: A step-by-step approach to help administrators develop and implement a vision for using educational technology more effectively.

THE PERCEPTIONS OF PUBLIC SCHOOL ADMINISTRATORS TOWARD TECHNOLOGY EFFECTIVENESS AND ADEQUACY IN CURRICULUM AND INSTRUCTION IN THE GOLDEN TRIANGLE PUBLIC SCHOOLS OF MISSISSIPPI.

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ISBN 13 :
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Book Rating : 4.:/5 (654 download)

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Book Synopsis THE PERCEPTIONS OF PUBLIC SCHOOL ADMINISTRATORS TOWARD TECHNOLOGY EFFECTIVENESS AND ADEQUACY IN CURRICULUM AND INSTRUCTION IN THE GOLDEN TRIANGLE PUBLIC SCHOOLS OF MISSISSIPPI. by :

Download or read book THE PERCEPTIONS OF PUBLIC SCHOOL ADMINISTRATORS TOWARD TECHNOLOGY EFFECTIVENESS AND ADEQUACY IN CURRICULUM AND INSTRUCTION IN THE GOLDEN TRIANGLE PUBLIC SCHOOLS OF MISSISSIPPI. written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Adaptive Educational Technologies for Literacy Instruction

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Publisher : Routledge
ISBN 13 : 1317298217
Total Pages : 332 pages
Book Rating : 4.3/5 (172 download)

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Book Synopsis Adaptive Educational Technologies for Literacy Instruction by : Scott A. Crossley

Download or read book Adaptive Educational Technologies for Literacy Instruction written by Scott A. Crossley and published by Routledge. This book was released on 2016-06-17 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: While current educational technologies have the potential to fundamentally enhance literacy education, many of these tools remain unknown to or unused by today’s practitioners due to a lack of access and support. Adaptive Educational Technologies for Literacy Instruction presents actionable information to educators, administrators, and researchers about available educational technologies that provide adaptive, personalized literacy instruction to students of all ages. These accessible, comprehensive chapters, written by leading researchers who have developed systems and strategies for classrooms, introduce effective technologies for reading comprehension and writing skills.

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

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ISBN 13 :
Total Pages : 186 pages
Book Rating : 4.:/5 (15 download)

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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.

Administrators Perceived Knowledge, Importance, and Perceptions of the International Society for Technology in Education Standards for Administrators and Virginia Technology Standards for Instructional Personnel

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ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (15 download)

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Book Synopsis Administrators Perceived Knowledge, Importance, and Perceptions of the International Society for Technology in Education Standards for Administrators and Virginia Technology Standards for Instructional Personnel by :

Download or read book Administrators Perceived Knowledge, Importance, and Perceptions of the International Society for Technology in Education Standards for Administrators and Virginia Technology Standards for Instructional Personnel written by and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to determine administrators self-assessed perceived knowledge, importance, and perceptions of the International Society for Technology in Education Standards for Administrators (ISTE Standards-A) and the Virginia Technology Standards for Instructional Personnel (VTSIP). A survey instrument based on the ISTE Standards-A and the VTSIP was used in the study. 43 administrators in Virginia participated in the study. The participants were members of the Virginia Association of Elementary or Secondary School Principals. The study found that administrators perceived their knowledge of the ISTE Standards-A as good and their knowledge of the VTSIP as excellent. Administrators strongly agreed that both the ISTE Standards-A and the VTSIP were important in their practice. Additionally, their perceptions of both the ISTE Standards-A and the VTSIP were excellent. There were no statistically significant differences found between the perception of the standards and most of the demographic variables. However, there was a statistically significant difference found between male and female perceptions of the VTSIP. Also, there was a statistically significant difference found between administrators perceptions of the ISTE Standards-A and perceptions of the VTSIP. The study provided quantitative data on administrators perceived knowledge, importance and perceptions of practicing the ISTE Standards-A and the VTSIP. The findings of this study provide valuable information for administrators as they investigate their technology leadership and note areas of improvement, and for the Virginia Department of Education, local education agencies and universities. It is recommended that future research look qualitatively at administrator perceptions of the standards and why males and females differ in their perception of the standards. Further research is also recommended using a larger sample in the state or nationwide, and conducting more research to look into administr

Technology Leadership, School Climate, and Technology Integration

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Publisher :
ISBN 13 :
Total Pages : 126 pages
Book Rating : 4.:/5 (539 download)

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Book Synopsis Technology Leadership, School Climate, and Technology Integration by : Cathy Dianne Watts

Download or read book Technology Leadership, School Climate, and Technology Integration written by Cathy Dianne Watts and published by . This book was released on 2009 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT This study tested the relationship of technology leadership and school climate to the teachers' integration of technology. In the 2008-2009 school year, data were collected using three instruments: the National Educational Technology Standards for Administrators (NETS-A) survey (administered to principals and assistant principals), the Taking a Good Look at Instructional Technology (TAGLIT) survey, and the Organizational Climate Index (OCI) survey (administered to teachers). It was hypothesized that administrators' leadership as measured by NETS-A would predict teachers' use of technology as measured by TAGLIT. In addition, it was hypothesized that administrators' leadership and a positive school climate as measured by the OCI both contribute to more integration of technology. Respondents were 968 teachers and 44 administrators in 32 public schools with the school being the unit of analysis. Technological leadership from administrators was not associated with teachers' use of technology. Technological leadership was predictive of institutional vulnerability but not the other measures of school climate. Finally, achievement press, one of the measures of school climate, was negatively correlated, indicating schools with higher levels of achievement press tended to have lower levels of teachers' use of technology. Recommendations for practice suggested that administrators improve skills by becoming more familiar with the International Society of Technology in Education (ISTE) standards for technology implementation and that technological innovations be more closely allied to in-class instruction and use focused program development to that end.

Resources in Education

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ISBN 13 :
Total Pages : 332 pages
Book Rating : 4.:/5 (3 download)

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Book Synopsis Resources in Education by :

Download or read book Resources in Education written by and published by . This book was released on 1996 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:

School Administrators' and Technology Education Teacher's Views of the Standards for Technological Literacy

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ISBN 13 :
Total Pages : 366 pages
Book Rating : 4.:/5 (319 download)

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Book Synopsis School Administrators' and Technology Education Teacher's Views of the Standards for Technological Literacy by : Walter Nathaniel Phillips

Download or read book School Administrators' and Technology Education Teacher's Views of the Standards for Technological Literacy written by Walter Nathaniel Phillips and published by . This book was released on 2005 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Attitudes and Perceived Self-efficacy of Mississippi Career and Technical Educators Toward Information and Communication Technology

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ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (642 download)

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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.

School, Family, and Community Partnerships

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Publisher : Corwin Press
ISBN 13 : 1483320014
Total Pages : 508 pages
Book Rating : 4.4/5 (833 download)

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Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein

Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Education for Life and Work

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Publisher : National Academies Press
ISBN 13 : 0309256496
Total Pages : 203 pages
Book Rating : 4.3/5 (92 download)

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Book Synopsis Education for Life and Work by : National Research Council

Download or read book Education for Life and Work written by National Research Council and published by National Academies Press. This book was released on 2013-01-18 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.