Open Access. Powered by Scholars. Published by Universities.®
- Institution
Articles 1 - 7 of 7
Full-Text Articles in Education
Professional Development, Digital Platforms, And Middle School Education During Covid-19, Cynthia Susan Castro
Professional Development, Digital Platforms, And Middle School Education During Covid-19, Cynthia Susan Castro
Theses and Dissertations
The COVID-19 outbreak shifted towards online learning, requiring educators and administrators to adapt to new digital platforms and technologies quickly. The purpose of this quantitative study is to examine whether there is a significant difference in the frequency of use of digital platforms among middle schools. Secondly, it explores the relationship between teachers' attendance at professional development sessions and their integration of Nearpod lessons during the pandemic. Lastly, it investigates the relationship between the time campus principals invested in technology-related professional development and teachers' adoption of digital platforms at their respective campuses. Surveys and administrative records were …
Upper Elementary Teacher, Instructional Technology Coach, And Administrator Experiences With Technology Integration During Covid-19 Related School Closures: A Phenomenography, Amber Gravitt
Doctor of Education in Instructional Technology Dissertations
The purpose of this phenomenographic research was to qualitatively examine the experiences of teachers, instructional technology coaches, and administrators of technology integration during the emergency remote teaching (ERT) phase of the COVID-19 related school closures. Twelve participants were interviewed using a semi-structured interview approach to gather information about their experiences of ERT using Moorhouse and Wong’s Phases to Innovation in Response to Crisis framework. An adapted phenomenographic data analysis approach was used to analyze the unique experiences of each participant group. Initially, teachers only used the technologies they were comfortable with and had used prior to school closures, but as …
Elementary Teachers’ Perception Of Digital Resources Based On Student Achievement, Tanya R. Small
Elementary Teachers’ Perception Of Digital Resources Based On Student Achievement, Tanya R. Small
Doctor of Education (Ed.D)
Many factors impact teachers’ decisions about when and how to implement technology during instruction. However, a gap exists in understanding teachers’ motivations for technology integration and face-to-face instruction. Therefore, this qualitative case study explored how teachers’ perceptions of student achievement, motivation, classroom behaviors, and digital challenges influenced their decisions about using technology or direct instruction in the classroom setting. A group of 20 teachers from two southern Florida public elementary schools completed anonymous Likert-scale surveys; six teachers participated in semi-structured interviews. The findings determined via descriptive statistics and thematic analysis revealed that teachers’ inclusion of technology and traditional resources is …
Becoming An Effective Digital Educator: A Case Study Of Technology Preparation In A Novel Preservice Teacher Internship Program, Stephanie Milner
Becoming An Effective Digital Educator: A Case Study Of Technology Preparation In A Novel Preservice Teacher Internship Program, Stephanie Milner
Doctor of Education in Instructional Technology Dissertations
The purpose of this case study was to explore one teacher preparation program's internship model as implemented in one school district and discover the extent to which training for teaching with technology was integrated into the process. It also aimed to understand how former intern teachers felt the entire preparation program equipped them for technology-rich instruction during their first year of full-time teaching. Internship program documents and lesson plans were analyzed, and early career teachers, mentor teachers, school administrators, and internship program coordinators were interviewed individually. Classroom observations were conducted for the lesson plans analyzed. Findings spotlighted the district’s technology-friendly …
Evaluating The Impact Of Personalized Professional Learning On Technology Integration In The Classroom, Angela Bishop Burgess
Evaluating The Impact Of Personalized Professional Learning On Technology Integration In The Classroom, Angela Bishop Burgess
Theses and Dissertations
Classroom access to technology such as a computer or the Internet does not guarantee a high-level of integration of technology by the teacher or application by the student. Tools that could be used to increase student creation or personalized learning opportunities may instead be used by the teacher at lower levels of use that replace non-technological tools. The purpose of this action research was to implement and evaluate the impact of technology-focused personalized professional learning on participants’ use of and attitudes towards classroom technology. It attempted to show that modeling technology integration in professional learning opportunities for educators could have …
Evaluating Behavioral Intention To Increase Classroom Geotechnology Usage Following Geoinquiry Implementation, Erika S. Klose
Evaluating Behavioral Intention To Increase Classroom Geotechnology Usage Following Geoinquiry Implementation, Erika S. Klose
Theses, Dissertations and Capstones
As educational practices include foundational and cutting-edge preparation, the value of problem-based instruction employing industry-standard technologies increases. Geospatial technologies (GST), are a group of professional technologies, including GIS (Geographic Information Systems), used by industries to make informed decisions with spatial data. This study investigated educator behavioral intention to use GIS/GST in classroom practice, and the moderating effect, if any, of the GeoInquiry, a curricular resource. The UTAUT framework was employed to evaluate and quantify the factors impacting behavioral intention (performance expectancy, effort expectancy, social influence, and facilitating conditions). These data were examined to identify moderation by GeoInquiry usage. One hundred …
School Librarian Self-Efficacy Beliefs About Integrating Technology During Inquiry-Based Learning: A Mixed Methods Study, Joseph James Babb
School Librarian Self-Efficacy Beliefs About Integrating Technology During Inquiry-Based Learning: A Mixed Methods Study, Joseph James Babb
Graduate Research Theses & Dissertations
The purposes of this explanatory sequential mixed methods study were to examine the self-efficacy beliefs of school librarians about integrating technology during inquiry-based learning during the quantitative phase and then to explore how these practices about technology integration during inquiry-based learning were being implemented during the qualitative phase. This study was conducted to better understand the self-efficacy beliefs of school librarians and how they provided students with authentic and meaningful experiences when integrating technology during inquiry-based learning. For the quantitative strand of research, the Technology Integration Self-Efficacy Scale (Wang et al., 2004) was slightly modified to tailor it for school …