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The Lived Experiences Of Leading Edge Certified Elementary School Teachers Who Use Instructional Technology To Foster Critical Thinking, Collaboration, Creativity, And Communication In Their Classrooms: A Phenomenological Study, Natalie A. Ruddell

Dissertations

Purpose: The purpose of this phenomenological study was to describe the perceptions of current and former Leading Edge Certified (LEC) elementary school teachers regarding instructional technology practices that facilitate students’ development of critical thinking, collaboration, communication, and creativity (4Cs) in one-to-one computer classrooms in Riverside County, California.

Methodology: This qualitative study utilized a phenomenological design. The primary source of data collection was a standardized, open-ended interview aligned to the research questions of 12 participants. This study employed inductive analysis to analyze the rich data. Using inductive analysis, the data were coded and themes were identified that aligned to the research …

Relationships Of Parental Homeschooling Approaches Including Technology Integration, Letitia Annette Walters

Dissertations

This study examined the factors influencing parental selection of homeschooling approaches for their children and the utilization of technology integrated. Factors explored were parental motivators for selecting homeschooling approaches, parental reasons for choosing to homeschooling, technology device usage, and instructional technology integration. The population consisted of parents with at least one year or more of experience in teaching homeschooling and the primary educator being involved in answering the survey. Participants in this study responded to items from a researcher-adapted questionnaire using. The majority of the participants were from Louisiana, Mississippi, and Kentucky. A Bachelor's degree was reported as the highest …

Roadblocks To Integrating Technology Into Classroom Instruction, Courteney Lester Knight

Dissertations

Although research has concluded that technology can enhance the teaching and learning processes, teachers have not yet fully adopted technology to support their teaching methodologies. In the last decade or so, as the accessible gap narrowed, the focus switched to other factors. This study attempts to answer the question: Why teachers do not fully integrate technology into their classroom instruction?

Recently a preponderance of the literature on technology integration has inquired into teachers’ knowledge of technology, the role of the administrator, the curriculum and teachers’ perception of the benefits of technology in instruction. The problem was to determine the relationship …

Educational Technology Integration And High-Stakes Testing, Tracy Demetrie Daniel

Dissertations

Determining if the investment in educational technology will improve student achievement is complicated and multifarious. The purpose of this study was to evaluate the influence of teacher technology integration on student achievement as measured by the Mississippi Subject Area Testing Program (SATP) and to explore the relationship between technology integration and other factors (a teacher’s age, gender, computer self-efficacy, and technology training).

This non-experimental, quantitative study included 106 secondary school teachers from six school districts in Mississippi. The respondents completed a questionnaire based on their SATP course (Algebra I, Biology, English II, and U. S. History) teaching experiences. This study …

Student Perceptions Of An Effective Learning Environment Across The Dimensions Of Synchronous, Asynchronous, And Face-To-Face Instruction, Jarrett Landor-Ngemi

Dissertations

Prior to the implementation of computer technology in the classroom, the traditional classroom dynamic consisted of a chalkboard, a lectern, a teacher handout, and the occasional group assignments. However, as technology continues to evolve, so has the restructuring of the educational system (Woods & Baker, 2004). This evolution, which began as correspondence courses by mail, has resulted in a Web-based learning community characterized by its rich learner-centered environment where both student and instructor collaborate and engage in constructivist practices (Conrad & Donaldson, 2004).

This study sought to expand the existing body of knowledge on distance learning and employed quantitative techniques …