Education Commons^™

Secondary Mathematics Teachers’ Experiences With Technology Integration In A One-To-One School District During Face-To-Face And Remote Instruction: A Phenomenography, Safna Kalariparambil

Doctor of Education in Instructional Technology Dissertations

The purpose of this phenomenographic study was to acquire a better understanding of the lived experiences of 12 secondary mathematics teachers who integrated one-to-one technology into their classrooms as part of a district-wide one-to-one technology initiative. Transcripts from semi-structured interviews were analyzed to elicit and describe different ways in which secondary mathematics teachers experienced the phenomenon. Data analysis showed teachers experienced technology integration in classrooms based on their attitude towards using technology. Those who expressed positive attitudes used technology to support modeling mathematics, differentiate learning, problem-solving, expedite grading, and provide instant feedback to students. Those who did not have positive …

Participatory Learning: Measuring Learning And Educational Technology Acceptance, Erick Sanchez Suasnabar

Dissertations

Participatory Learning (PL) integrates several learning approaches, engaging students throughout the entire assignment process for both online and face-to-face courses. Beyond simply providing a solution, students also craft a problem (problem-based learning), grade each other (peer assessment and feedback), evaluate themselves (self-assessment), and can view others’ work (learning by example). This dissertation research explores the resulting learning effects. Contributions to both educational and Information Systems research include extending an early PL model and experiments that applied the PL approach to examinations, by validating and testing new constructs based on user activity and critical thinking. In addition, the study explores a …

Addressing Student Engagement During Covid-19: Secondary Stem Teachers Attend To The Affective Dimension Of Learner Needs, Tiffany Roman, Laurie Brantley-Dias, Michael Dias, Belinda Edwards

Faculty and Research Publications

This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner engagement conceptual frameworks. Through the analysis of teacher artifacts and interviews, we identified dimensions of student engagement that teachers prioritized. Results indicate a marked increase in teachers’ attention to affective and social dimensions of learner engagement. We argue that teacher awareness and action in the affective domain of student engagement …

Meeting Myself As A Scholarly Practitioner: A Self-Study Exploring The Process Of Integrating Instructional Technology Into Introductory Theater Courses, Ramona Broomer

Electronic Theses and Dissertations

Abstract

A growing number of faculty in higher education are using technology applications in their teaching practices. However, a gap in the literature exists related to instructional technology integration in liberal arts courses. This gap also exists in theater education, where I have spent the last 20 years of my professional life. This self-study analyzed my knowledge and practice of using instructional technology in theater education. Using technological and pedagogical content knowledge (TPACK) as a theoretical framework, I examined my teaching of introductory theater courses in face-to-face and online formats. As part of the inquiry process, I collected and analyzed …

Diffusion Of Virtual And Augmented Reality In Pre-K To 12 Education: Experiences And Perceptions Of Pioneer Teachers, Frances Nana Ofosu-Amaah

Seton Hall University Dissertations and Theses (ETDs)

The diffusion of the virtual and augmented reality (VR/AR) technological ecosystem into education is nascent. Research on VR/AR in Pre-Kindergarten to Grade 12 (PK-12) education has been focused on the technologies' effect on learning in various use cases. This study, grounded in Diffusion of Innovations theory (Rogers, 2003), uses a phenomenological qualitative research approach through interviews to understand the lived experiences and perceptions of pioneer teachers who have used VR/AR with PK-12 students. Critical trends and emergent themes within this study regarding pioneer teacher experiences of VR/AR adoption and integration surfaced through an inductive data analysis process. The introductory experiences …

The Landscape Of Personalized Learning In Long Island, New York, Janna Ostroff

Theses and Dissertations

The study explored the variation in personalized learning within and between Long Island districts. Timely insight into the relationships between technology resources and personalized learning can inform critical fiscal investments throughout the COVID-19 global pandemic and beyond. An electronic survey based on a 2017 RAND Corporation study was sent to teachers in five districts to measure their use of indicators of personalized learning. This study examined relationship between personalized learning and its subcomponents and technology support variables, including 1:1 student device access, home and school internet access, learning management system adoption, and per student dedicated technology staff. While there were …