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The Influence Of Formal Mentoring On Teacher Beliefs Of K-12 Classroom Technology Use During A Global Pandemic, Anthony Arbisi

Theses and Dissertations--Education Sciences

This dissertation explores the influence and transfer of knowledge related to instructional technology that occurs in the formal teacher mentoring relationship of seven mentoring dyads in a suburban Missouri public school district. This multiple case study was performed during the COVID-19 pandemic during the 2020-2021 school year. The unit of analysis in this study was a mentoring dyad that consisted of an experienced mentor teacher and a novice teacher.

A multiple case study method was utilized. Individual interviews and two focus groups were conducted via the Zoom video conference platform to gather data to inform the research study. Thematic analysis …

An Examination Of Teacher Understandings Of Technology Integration At The Classroom Level, Shawn M. Carlson Phd

All Student Scholarship

The purpose of this dissertation is to describe and understand how teachers describe the changes in their practices as a result of ten years participation in a one-to-one environment. This research study focuses on one successful middle school’s adoption of laptops to support teaching and learning. A qualitative study using interviews of key participants was undertaken with teachers and administrators. The Technological, Pedagogical and Content Knowledge (TPACK) framework was used in conjunction with Rogers’ Diffusion of Innovation framework to understand from the participants’ perspective changes to their practice. The results indicate teachers underwent changes in their use of technology to …

Mixing The Emic And Etic Perspectives: A Study Exploring Development Of Fixed-Answer Questions To Measure In-Service Teachers' Technological Pedagogical Content Knowledge, M. Brooke Robertshaw

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The purpose of this dissertation study was to develop fixed-answer questions to measure teachers' technological pedagogical content knowledge when teaching with online learning resources. Technological pedagogical content knowledge (TPACK) is a framework to describe the kind of knowledge that teachers use when they are teaching with technology. Online learning resources include text, video, images, and interactive websites that teachers can use to help teach subject matter to their students. Fixed-answer questions are the kinds of questions found on standardized tests like the SAT, and tests that K-12 students take as a part of state and national testing. Many measures have …