Digital Commons Network^™

Perceptions Of The Influence Of Cell Phones And Social Media Usage On Students’ Academic Performance, Anne Tran

Dissertations

Cell phones, ubiquitous in many high schools, are often credited with helpingstudents connect with people and learn new concept. However, literature indicates that problematic cell phone and social media usage are negatively associated with student academic performance and mental well-being. As cell phone technologies continue to evolve, they become an integral part of today’s learning environment. Through the use of the documentary exploratory research method, this dissertation investigates stakeholders’ perceptions of the influence of cell phone and social media usage on high school students’ academic performance. Additionally, this study explores the current policies and practices regarding cell phone use in …

Developing Teachers Technological, Pedagogical, And Content Knowledge (Tpack) Through Design Thinking And Community Of Practice, Jennifer Gee Huei Wang

Dissertations

Current professional development programs have been ineffective in developing teachers’ technological, pedagogical, and content knowledge (TPaCK). Development of teachers’ TPaCK is fundamental for 21st-century student-learning. After a series of professional development workshops with the design thinking process, this study examined whether and how the self-selected K-5 teachers in a suburban elementary school in California demonstrated TPaCK in the integration of instructional technologies when they engage in a community of practice (CoP) structured around design thinking. Data was collected by online TPaCK surveys, exit slips after the CoP, audio recordings and field notes from the CoP and focus group interview. This …

A Look Inside The Black Box: Understanding Communicative Exchanges In Online Learning Environments, Sara Douglas

Dissertations

Participation in academic discussions and peer collaboration activities is instrumental to student engagement, motivation, and mastery of course content. These activities also improve 21st century skills, such as listening, managing diverse viewpoints, and communicating effectively. Although online learning options in the United States have dramatically increased in the past decade, there is limited evidence that online high school courses offer sufficient opportunities for students to communicate and collaborate with teachers and peers. The purpose of this mixed-methods study seeks to find out if, how, and why students interact with others in online courses. Findings from observations of five high school …

Digital Literacy In Early Elementary School: Barriers And Support Systems In The Era Of The Common Core, Delnaz Hosseini

Dissertations

This study examines teachers’ perceptions about digital literacy instruction in early elementary school grades (e.g., Kindergarten through grade 2) so as to identify existing obstacles to digital literacy instruction as well as support systems necessary to enhance instruction. Participants (n = 37) included Kindergarten, first, and second grade teachers from both Title I and non-Title I schools. Data was collected through an online survey with primarily closed-ended questions. Correlations and relationships amongst and across survey questions were analyzed. Analysis revealed that early elementary grade students in this school district are provided with more opportunities to practice computer literacy than …

Professional Learning Community (Plc): Technology Integration At A Title I Elementary School, Pamela Lan Cheng

Dissertations

Calls for educational technology integration over more than thirty years have taken on

new urgency in an era of computerized assessments for accountability. As Internet Communication Technology (ICT) becomes more widely available, the digital divide is evolving into a digital use divide, characterized by differences between students’ productive uses of technology to create and communicate compared with passive uses for entertainment or skills practice. A growing body of research points to the important interplay among teachers’ frames of reference, school-level context, and alignment of supports in creating conditions for technology innovation. Meanwhile Professional Learning Communities (PLCs) hold potential as leverage …