Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 1 - 13 of 13
Full-Text Articles in Instructional Media Design
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Walden Dissertations and Doctoral Studies
At a small, suburban elementary school in the western United States, teachers in kindergarten through fifth grade (Grades K-5) were not consistently implementing technology within instruction. The purpose of this basic qualitative study was to explore the perceptions of Grades K-5 teachers at the elementary school regarding barriers and challenges of technology integration within classroom instruction. The study's conceptual framework consisted of Mishra and Koehler’s framework of technological pedagogical content knowledge (TPACK) and Bandura’s conceptualization of self-efficacy. The research questions concerned the perceptions of teachers who teach within a 1:1 classroom where there is one device for every student, regarding …
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Walden Dissertations and Doctoral Studies
At a small, suburban elementary school in the western United States, teachers in kindergarten through fifth grade (Grades K-5) were not consistently implementing technology within instruction. The purpose of this basic qualitative study was to explore the perceptions of Grades K-5 teachers at the elementary school regarding barriers and challenges of technology integration within classroom instruction. The study's conceptual framework consisted of Mishra and Koehler’s framework of technological pedagogical content knowledge (TPACK) and Bandura’s conceptualization of self-efficacy. The research questions concerned the perceptions of teachers who teach within a 1:1 classroom where there is one device for every student, regarding …
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey
Walden Dissertations and Doctoral Studies
At a small, suburban elementary school in the western United States, teachers in kindergarten through fifth grade (Grades K-5) were not consistently implementing technology within instruction. The purpose of this basic qualitative study was to explore the perceptions of Grades K-5 teachers at the elementary school regarding barriers and challenges of technology integration within classroom instruction. The study's conceptual framework consisted of Mishra and Koehler’s framework of technological pedagogical content knowledge (TPACK) and Bandura’s conceptualization of self-efficacy. The research questions concerned the perceptions of teachers who teach within a 1:1 classroom where there is one device for every student, regarding …
Prodigy Game And Third-Grade Mathematics Achievement In An Urban Setting, Christina D. Brooks
Prodigy Game And Third-Grade Mathematics Achievement In An Urban Setting, Christina D. Brooks
Walden Dissertations and Doctoral Studies
Students in Urban District 1 were not meeting grade level learning outcomes in mathematics on state- and district-administered benchmark assessments. The purpose of this study was to determine if including a specific educational video game (EVG), Prodigy, in mathematics instruction with third-grade students would influence students’ math achievement as measured by the districts quarterly Star Math benchmark assessments. The research question looked at the difference in students’ benchmark assessment scores for mathematics between third-grade users and non-users of the video game learning software Prodigy during the 2017–2018 school year. The use of EVGs as an instructional strategy was examined through …
Middle School Classroom Teachers' Use Of Technological Tools To Teach Scientific Inquiry, Victoria Gamble
Middle School Classroom Teachers' Use Of Technological Tools To Teach Scientific Inquiry, Victoria Gamble
Walden Dissertations and Doctoral Studies
This study focused on middle school science teachers' experiences in using technological tools to teach scientific inquiry skills in the middle school science classroom. Technological tools have been increasingly used in middle schools, but knowledge is lacking as to which tools are efficient in teaching scientific inquiry skills. The purpose of this study was to gather information about the technological tools that could be adopted to make the teaching of scientific inquiry skills in middle school science classrooms more meaningful and gainful to students. The conceptual framework applied in the study was the technological, pedagogical, content knowledge (TPACK) model, as …
Middle School Teacher Perceptions Of Digital Tool Integration For Formative Assessment And Feedback, Jeanna R. Wagner
Middle School Teacher Perceptions Of Digital Tool Integration For Formative Assessment And Feedback, Jeanna R. Wagner
Walden Dissertations and Doctoral Studies
District leaders in a suburban New England middle school expect that teachers will use technology to administer formative assessments and use the resulting feedback to plan subsequent instruction, but it is often unclear how or if feedback is being used to do so. Anytown Middle School (a pseudonym) teachers inconsistently use digital tools for formative assessment and feedback. The purpose of this qualitative case study was to explore how teachers perceive the use of digital tools to facilitate formative assessment and use the resulting feedback to inform subsequent instruction. Guided by the technological pedagogical content knowledge (TPACK) conceptual framework, the …
Teachers' Knowledge And Self-Efficacy Beliefs As Factors Affecting Technology Integration Practices, Armando L. Gilkes
Teachers' Knowledge And Self-Efficacy Beliefs As Factors Affecting Technology Integration Practices, Armando L. Gilkes
Walden Dissertations and Doctoral Studies
Research indicates that teachers can be reluctant to integrate technology into their instructional practices. This study examined the problem of insufficient technology integration in high school classrooms, using social learning theory and motivational systems theory as theoretical frameworks. A cross-sectional survey design was used to investigate the relationship between the independent variables, technological pedagogical content knowledge (TPACK), teacher self-efficacy (TSE), and teacher characteristics (experience, education, and subject taught), and the dependent variable, technology integration level (TI). A combined online TPACK questionnaire, Teacher Sense of Efficacy Scale, and Concerns-Based Adoption Model survey were completed by 72 teachers from 6 high schools …
Perceptions, Potholes, And Possibilities Of Using Digital Voice Assistants To Differentiate Instructions, Adrian A. Weir
Perceptions, Potholes, And Possibilities Of Using Digital Voice Assistants To Differentiate Instructions, Adrian A. Weir
Walden Dissertations and Doctoral Studies
Access to technologies and understanding the potential uses of technology to differentiate instruction have been a concern for the teachers and students in a local school district located in the southeastern United States. Despite the emergence of digital voice assistants (DVAs) as tools for instructions, teachers lack knowledge and strategies for using DVAs to differentiate instruction in their classrooms. The purpose of this qualitative study was to identify teacher knowledge and strategies employed among special education (SPED) teachers using DVAs to differentiate instruction in their classrooms. The concepts of Carol Tomlinson’s differentiation theory and Mishra and Koehler’s TPACK framework served …
Examination Of Teachers' Perceived Technological Pedagogical Content Knowledge And Its Relationship To Lesson Design, Jocelyn Mcdonald
Examination Of Teachers' Perceived Technological Pedagogical Content Knowledge And Its Relationship To Lesson Design, Jocelyn Mcdonald
Walden Dissertations and Doctoral Studies
School districts are increasingly adopting 1-to-1 technology initiatives to support 21st century teaching and learning; yet, there are still many challenges with the effective integration of technology into teacher instructional practices. Teacher's technological, pedagogical, content knowledge (TPACK) is an integral part in planning the instructional process for effective integration. In this quantitative study, teachers' knowledge of technology, content, and pedagogy was examined through the lens of TPACK and its relationship to their lesson design practices. Two validated TPACK instruments were used to collect data on 117 in-service teachers in a large, urban school district with a 1-to-1 technology initiative. A …
Teachers' Participation In Learning By Design Activities, Their Technological, Pedagogical And Content Knowledge, And Technology Integration In An Inner City School, Joan Bruner-Timmons
Teachers' Participation In Learning By Design Activities, Their Technological, Pedagogical And Content Knowledge, And Technology Integration In An Inner City School, Joan Bruner-Timmons
Walden Dissertations and Doctoral Studies
Students at an inner city school have low test results despite making progress. The study examines the problem that technology plans implemented by the Board of Education could not improve student achievement. Educational policy recommends to increasingly sustain teaching by educational technology. Therefore, this research examines the teacher knowledge necessary for technology integration in classes, and the ways this knowledge can be fostered. The theoretical framework of this study integrates 2 prominent theories of instructional science: learning by design (LBD) and technological, pedagogical, and content knowledge (TPACK). The relationship between LBD, TPACK, and technology integration in the classroom was examined. …
Middle School Teachers' Technology Integration, Andrea Noonan
Middle School Teachers' Technology Integration, Andrea Noonan
Walden Dissertations and Doctoral Studies
Although school districts have invested heavily in technology for teachers and students, the problem of inconsistent technology integration permeated a local school district. In order to create a 21st century learning environment for students, teachers must integrate technology with curriculum and evidence-based teaching practices. The purpose of this case study was to investigate current middle school teachers' technology integration in a suburban school district in North Dakota, Midwest Public Schools (pseudonym). Technological Pedagogical Content Knowledge (TPACK) was used as a conceptual framework to guide the study. This study focused on exploration of current teacher practice in regard to technology integration …
Professional Development For One-To-One Mobile Technology Programs, Leann Martin Morris
Professional Development For One-To-One Mobile Technology Programs, Leann Martin Morris
Walden Dissertations and Doctoral Studies
One-to-one mobile technology integration is the goal of increasing numbers of school districts each year, and many factors exist to consider when measuring success. The research problem for this qualitative study focused on one of the critical components for measuring success: the need for effective teacher professional development. The purpose of this study was to examine (a) principles and practices to facilitate the integration of one-to-one mobile technologies into professional learning experiences, and (b) the perceptions of technology instructional coaches regarding changes in teachers' practice and attitudes following professional development. The conceptual framework included Knowles's theory of andragogy and Koehler …
Perceptions Of High School Teachers On Integrating Technology Following Professional Development, Charnice Starks Ray
Perceptions Of High School Teachers On Integrating Technology Following Professional Development, Charnice Starks Ray
Walden Dissertations and Doctoral Studies
Teachers integrate technology to make the learning environment interactive and appealing to students. The purpose of this qualitative case study was to explore perceptions of teachers at one high school working to integrate technology into instruction following participation in professional development. Guided by Dewey's constructivist theory and Mishra and Koehler's technological pedagogical content knowledge model, this study explored teachers' perceptions of pedagogy and technology integration following participation in professional development and the strategies they used to overcome barriers to integrating technology. Twelve purposefully selected high school teachers from English, social studies, mathematics, science, electives, health education, and special education provided …