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Fostering Teacher Self-Efficacy For K-12 Classroom Technology Integration: The Role Of Professional Development And Growth Mindset, Audra Lisa Beberman

Theses and Dissertations

Professional development, in some form, is a critical part of a teachers’ evolution and how they learn and develop new skills to integrate into their teaching practice. This quantitative study was conducted to describe the extent to which self-efficacy is fostered by the type of technology integration professional development (one-to-one coaching or traditional professional development) in which a teacher participates when they later try to incorporate technology into their lessons. The sample will be currently working teachers from suburban Long Island school districts who voluntarily responded to a 3-part, 39 question survey distributed via a listserv. The survey collected teacher …

Factors That Influence The Perception Of Higher Education Leaders In The Adoption Process Of Instructional Technology And Distance Education, Diego Tibaquirá

Theses and Dissertations

The problem addressed by this study was that many administrators at institutions of higher learning are faced with the task of finding ways to provide the latest technologies while being extremely constricted by budgets and the rising cost of education. The purpose of this study was to determine the factors that influence the perceptions of higher education leaders in the adoption process of Instructional Technology and Distance Education. This included an examination of the decision-making process and what determined if Instructional Technology and Distance Education were either implemented or upgraded at various higher learning institutions.

The researcher implemented a mixed-methods …

What Drives Educators: A Mixed Methods Study On The Impact Of Motivations And Attitudes On Technology Integration Practices In The K-8 Classroom Setting, Janel Ann Reyneke

Theses and Dissertations

Due to the rapid pace at which emerging technologies are evolving, many educators fell apprehensive toward shifting their pedagogy to stay relevant with technology adoption practices and 21st Century learning expectations. There is limited research connecting the adoption practices of early and late adopters to individual inherent motivational preferences. The goal of this multi-phase sequential explanatory mixed methods study sought to produce detailed findings of early and late adopters' tendencies and establish a connection to their motivation and integration practices. Additionally, this research sought to discover the impact that attitudes and perceived/actual barriers have on resistance to technology integration.

K-8 …