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Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Walden Dissertations and Doctoral Studies
At a small, suburban elementary school in the western United States, teachers in kindergarten through fifth grade (Grades K-5) were not consistently implementing technology within instruction. The purpose of this basic qualitative study was to explore the perceptions of Grades K-5 teachers at the elementary school regarding barriers and challenges of technology integration within classroom instruction. The study's conceptual framework consisted of Mishra and Koehler’s framework of technological pedagogical content knowledge (TPACK) and Bandura’s conceptualization of self-efficacy. The research questions concerned the perceptions of teachers who teach within a 1:1 classroom where there is one device for every student, regarding …
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Walden Dissertations and Doctoral Studies
At a small, suburban elementary school in the western United States, teachers in kindergarten through fifth grade (Grades K-5) were not consistently implementing technology within instruction. The purpose of this basic qualitative study was to explore the perceptions of Grades K-5 teachers at the elementary school regarding barriers and challenges of technology integration within classroom instruction. The study's conceptual framework consisted of Mishra and Koehler’s framework of technological pedagogical content knowledge (TPACK) and Bandura’s conceptualization of self-efficacy. The research questions concerned the perceptions of teachers who teach within a 1:1 classroom where there is one device for every student, regarding …
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Walden Dissertations and Doctoral Studies
At a small, suburban elementary school in the western United States, teachers in kindergarten through fifth grade (Grades K-5) were not consistently implementing technology within instruction. The purpose of this basic qualitative study was to explore the perceptions of Grades K-5 teachers at the elementary school regarding barriers and challenges of technology integration within classroom instruction. The study's conceptual framework consisted of Mishra and Koehler’s framework of technological pedagogical content knowledge (TPACK) and Bandura’s conceptualization of self-efficacy. The research questions concerned the perceptions of teachers who teach within a 1:1 classroom where there is one device for every student, regarding …