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Virtually There: A Phenomenological Study Of Secondary Students And Their Engagement With Virtual Reality Field Trips, Melissa Sonta Thomas
Virtually There: A Phenomenological Study Of Secondary Students And Their Engagement With Virtual Reality Field Trips, Melissa Sonta Thomas
Electronic Theses and Dissertations
The study seeks to inform solution to the lack of student exposure to frequent, culturally enriching field trips in school. To address the concern of limited learning through school field trips, this phenomenological study seeks to explore the lived experiences of virtual reality field trips for secondary students. The study seeks to examine how students respond emotionally, physically, and cognitively to the use of virtual reality within the classroom. Data analysis consists of observing, interviewing, and assessing students as they engage in and complete a virtual reality field trip. The three research domains are transcribed and analyzed to better understand …
1:1 Laptop Experience And High-Stakes Testing: Effects On Eighth-Grade Student Achievement, Mary Lea Johnson
1:1 Laptop Experience And High-Stakes Testing: Effects On Eighth-Grade Student Achievement, Mary Lea Johnson
Electronic Theses and Dissertations
Research on 1:1 laptop implementations is missing key information about student achievement on high-stakes assessment. This post hoc, quasi-experimental, quantitative study explores how 1:1 laptop access affects student achievement on the mandated eighth-grade online science assessment in five Mississippi school districts throughout the state. Fifth-grade science assessment results are used as a baseline for student achievement. Three research questions examined mean scale scores on the science assessment, change in scores from fifth to eighth-grade, and the effect on scale scores as the duration of the 1:1 laptop implementation increased. Two of the three experimental districts shoa significant difference in the …
Technology Access, Integration, And Student Achievement: Examining Diverse Technology Learning Environments And College And Career Readiness In Rural North Mississippi High Schools, Randi Nicole Peel
Electronic Theses and Dissertations
Teaching and learning practices influence college and career readiness (CCR) as measured by newly implemented ComCore State Standards (CCSS) through next-generation assessments. This mixed-methods study examined different levels of technology access and integration on current CCR measurements in two rural North Mississippi school districts. The approach incorporated a causal-comparative design and an exploration of attitudes and perceptions about technology’s impact on college and career readiness. The study found statistical significance in differences of ACT® mean scores for the composite, English, reading and science assessments between the two school districts. The district with a one to one laptop learning environment demonstrated …
Secondary Mathematics' Teachers Perceptions Of Their Integration Of Instructional Technologies, Jessica Taylor Ivy
Secondary Mathematics' Teachers Perceptions Of Their Integration Of Instructional Technologies, Jessica Taylor Ivy
Electronic Theses and Dissertations
This qualitative research study explored the beliefs and practices regarding integrations of instructional technologies by seven secondary mathematics teachers. The researcher conducted an initial interview, a classroom observation, and a follow-up interview with each participant. Participants also submitted sample lessons and completed a TPACK Development Model Self-Report Survey. The interviews and observations were analyzed using deductive analysis, using the Technological Pedagogical Content Knowledge (TPACK) Development Model to assess technology-related practices. Through responses to the TPACK Development Model Self-Report Survey, the participants revealed their perceptions of their practices and beliefs regarding technology integration. These perceptions were compared to the researcher's analysis …
An Examination Of Secondary Mathematics Teachers' Tpack Development Through Participation In A Technology-Based Lesson Study, Julie Whitten Riales
An Examination Of Secondary Mathematics Teachers' Tpack Development Through Participation In A Technology-Based Lesson Study, Julie Whitten Riales
Electronic Theses and Dissertations
This qualitative research study used a layered case study (Patton, 2002) to examine the technological, pedagogical, and content knowledge (TPACK) of a group of inservice secondary mathematics teachers as they participated in a technology-based lesson study. Using the TPACK Development Model (Niess, 2009) as a lens, this dissertation examines interactions of the group members during lesson study meetings as well as individual case studies of four of the six participants. Data were gathered from initial surveys, initial and post-interviews, initial and post-classroom observations, writing prompts, and transcriptions of lesson study group meetings. Data were analyzed to determine the TPACK development …