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Middle School Teacher Perceptions Of The Use Of Serious Games For Students With Attention Deficit Hyperactivity Disorder, Latoyia R. Stewart
Middle School Teacher Perceptions Of The Use Of Serious Games For Students With Attention Deficit Hyperactivity Disorder, Latoyia R. Stewart
Walden Dissertations and Doctoral Studies
Attention deficient hyperactivity disorder (ADHD) is the most common childhood neurodevelopment disorder, and digital serious game use has recently shown significant promise in this psychotherapeutic area. Digital serious games have also been used as an innovative teaching and learning approach. The purpose of this study was to explore middle school teachers’ perceptions of the use of digital serious games for students with ADHD. The conceptual framework for this study was Sherry’s model of game engagement. The two research questions for this basic qualitative study focused on middle school teacher perceptions regarding the benefits and challenges related to the use of …
Middle School Teacher Perceptions Of The Use Of Serious Games For Students With Attention Deficit Hyperactivity Disorder, Latoyia R. Stewart
Middle School Teacher Perceptions Of The Use Of Serious Games For Students With Attention Deficit Hyperactivity Disorder, Latoyia R. Stewart
Walden Dissertations and Doctoral Studies
Attention deficient hyperactivity disorder (ADHD) is the most common childhood neurodevelopment disorder, and digital serious game use has recently shown significant promise in this psychotherapeutic area. Digital serious games have also been used as an innovative teaching and learning approach. The purpose of this study was to explore middle school teachers’ perceptions of the use of digital serious games for students with ADHD. The conceptual framework for this study was Sherry’s model of game engagement. The two research questions for this basic qualitative study focused on middle school teacher perceptions regarding the benefits and challenges related to the use of …
Program Evaluation Of A Laptop Initiative For Student Learning, Thomas O'Hara
Program Evaluation Of A Laptop Initiative For Student Learning, Thomas O'Hara
Walden Dissertations and Doctoral Studies
Administrators of a New Jersey school district implemented a 1:1 laptop initiative in Grades 6-8 in 2013 to bolster student achievement. An evaluation had not been conducted to ascertain the effectiveness of the initiative. The purpose of this study was to examine the effect of the 1:1 laptop initiative on student achievement. The conceptual framework for this study was Stufflebeam's context, input, process, and product evaluation model. The focus of the research question was the differences in New Jersey Assessment of Skills and Knowledge math scores between students involved in the 1:1 laptop initiative for 1 year and students who …
Middle School Teachers' Professional Development Needs For Ict Literacy Integration, Melanie Lynn Park
Middle School Teachers' Professional Development Needs For Ict Literacy Integration, Melanie Lynn Park
Walden Dissertations and Doctoral Studies
This qualitative case study explored U.S. middle school teachers' professional development needs in Information, Communication, and Technology (ICT) literacy integration. Past literature has suggested that teachers should improve classroom practices that promote ICT literacy, but few studies have addressed educators' specific training needs. This study was designed to identify the unique professional development needs of academic teachers in a Midwestern middle school using focus groups and interviews to explore teacher perceptions of current technology usage as well as the barriers and/or facilitators of ICT literacy integration. The conceptual framework was based on Knowles's theory of adult learning, which suggested that …
Middle School Mathematics Teachers' Perspective Of Technology Integration: A Qualitative Case Study, Patricia Coleman
Middle School Mathematics Teachers' Perspective Of Technology Integration: A Qualitative Case Study, Patricia Coleman
Walden Dissertations and Doctoral Studies
Many studies have documented that technology integration increases summative assessment scores, yet many teachers do not integrate technology in their teaching. The purpose of this qualitative study was to discover the extent to which middle school mathematics educators are or are not integrating technology in a school district where summative scores were below mathematics state benchmarks. Guided by instructional constructivism and the technology acceptance model, this case study examined how teachers perceived advantages and barriers to mathematics instruction that uses technology. Five of the nine mathematics teachers at the middle school volunteered to participate in a semi-structured interview and be …