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Integrating A Technology-Enriched Curriculum: Ethno-Case Study, Juliette D. Angers

LSU Doctoral Dissertations

The purpose of this qualitative study was to provide an examination of beliefs, context factors, and practices of exemplary teachers that lead to a technology-enriched curriculum. Three middle school teachers participated. Using both direct and participant observation the Spradley model was followed with three rounds of observations: (1) descriptive, (2) focused, and (3) selective. Interviews were conducted with open-ended questions and documents were collected from the parish website. This research provides: (1) up-to-date information on what and how educational technology is used today; and (2) information which gives other educators an understanding of what beliefs and context factors influence teachers …