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Dissertations / Theses on the topic 'Integrating technology in classrooms'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Ritzenthaler, Mark D. "Integrating Technology into Classroom Instruction." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1245087949.

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2

Agent, Renee L. "Instructional Personnel Perceptions on Integrating Instructional Technology in K-12 Classrooms: A Case Study." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505226/.

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Integrating digital pedagogy into instruction in a manner that promotes critical thinking and drives increased student achievement and engagement in all classrooms is a goal of many campuses and districts that invest heavily in hardware, software, and professional development on an annual basis. Digital pedagogy goals tend to center around preparing students for the 21st century workforce, promoting instruction that is more engaging, and providing deeper learning for all students; however, achieving these goals is not possible without teachers willing and able to effectively implement instructional technology into the content they are teaching. The conceptual framework consists of digital leadership, teacher engagement, and resources and supports. This case study focused on the district-wide integration of technology into instruction through the elements found in the conceptual framework. Educators, from kindergarten through twelfth grade were surveyed about their attitudes, self-efficacy perceptions and willingness to integrate digital pedagogies into their current teaching practices. The online survey that utilized Likert-like scales to gather demographic information as well educator perceptions on digital integration, teaching philosophy, digital self-efficacy, and leadership's focus and expectations regarding instructional technology. Additional data, from a variety of district documents, was also gathered on leadership, professional development, and infrastructure supports utilized to implement instructional technology.
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Sharma, Manish. "Integrating technology in classrooms an exploratory study of on-site extensive profesional development /." Cincinnati, Ohio : University of Cincinnati, 2004. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1109366011.

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Al, Zahrani Turki Saad. "Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/99145.

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The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.
PHD
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SHARMA, MANISH. "INTEGRATING TECHNOLOGY IN CLASSROOMS: AN EXPLORATORY STUDY OF ON-SITE EXTENSIVE PROFESSIONAL DEVELOPMENT." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1109366011.

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Covington, Robert Matthew. "Integrating Technology in the Classroom: Teacher Perspectives." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77316.

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The purpose of this study was, given the elimination of a Type I barrier, to investigate how teachers utilized the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) and what barriers teachers perceive to be present that may inhibit technology are barriers technology integration in the classroom. This qualitative study was designed based on the naturalistic inquiry approach (Lincoln & Guba, 1985). Through purposeful sampling, this study took place in a suburban school division within the U.S. that has eliminated a Type I barrier, technology access to secondary teachers and students. The site was chosen due to the abundance of technology available to teachers and secondary students within the school division. Ten secondary teachers that participated were in various stages of their profession and years of service within the school division and represented various secondary schools within the division. The findings suggest that teachers fail to fully implement all of the ISTE NETS when it comes to integration in the classroom. Insufficient time to plan and prepare for activities that would integrate technology into the classroom was among the external factors most of the participants listed as to why their instruction did not always utilize technology. Although the division has eliminated a major barrier through its one-to-one laptop initiative, the findings indicated further external, Type I barriers existed. Results of this study suggest the key elements to the barriers that inhibit integration continue to be Type II barriers, teacher beliefs towards technology and teacher-centered pedagogy.
Ed. D.
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7

Schwiebert, Erin Lynn. "TECHNOLOGY INTEGRATION IN PRIMARY CLASSROOMS IN NORTHWEST OHIO." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288383598.

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8

Markee, Lois J. "Technology Integration in Tennessee Twenty-first Century Classrooms." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2945.

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In the study, the population of educators in 21st Century Classrooms across the State of Tennessee was surveyed to determine teachers' satisfaction with 21st Century program implementation and associated changes in instructional practices. During fall 1998, six hundred of the 4,800 21st century classroom teachers were surveyed using the Technology Use Questionnaire. Three hundred two completed surveys were returned. Frequency rates and percentages were calculated for each of the 33 questions and the 8 demographic items. The questions were grouped into 7 subscales: Administration, Teacher Training, Implementation, Integration, Use on the Job, Use at Home and Instructional Change. Correlation analysis determined that at the.05 alpha level there were significant relationships between 5 subscales (Administration, Teacher Training, Implementation of the Technology Plan, Integration, and Use on the Job) and Instructional Change. Conversely, there was no significant relationship between the demographic data and instructional change. In general, teachers were unsatisfied with the implementation of the Master Plan for the 21st Century program and had made only moderate instructional changes. The correlation data supported previous research citing teacher training, use on the job, inclusion in future planning, administrative support as impacting instructional change.
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Burrell, Marcia M., and Clayton Cohn. "Integrating Technology into the Mathematics Classroom: Instructional Design and Lesson Conversion." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79535.

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The use of technology in Kindergarten to grade 12 classrooms provides opportunities for teachers to employ mathematical rigor, to integrate problem solving strategies and to extend mathematical ways of knowing (Drier, Dawson, & Garofalo, 1999). The presentation consists of two parts. One investigation maps secondary mathematics technology lessons and materials to the elementary school mathematics standards and converts the mathematics concepts to manageable elementary school lessons. The other investigation analyzes pre-service teacher lessons written using ASSURE instructional design format. The major aims of this paper are to present two teacher preparation practices, one for secondary mathematics pre-service teachers (converting secondary materials to elementary materials) and the other for elementary mathematics pre-service teachers (writing lessons using the ASSURE model).
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Phalen, Loretta J. "A Teacher’s Approach: Integrating Technology Appropriately into a First Grade Classroom." Cedarville University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1084456840.

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Al-Ghazo, Ali M. "Technology integration in university teachers' education programs in Jordan : comparisons of competencies, attitudes and perceptions toward integrating technology in the classroom /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1559858801&sid=12&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Jardim, Maria Dolores Rodrigues. "Implementing Technology for Science Classrooms in São Tomé and Príncipe." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/495.

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This qualitative bounded case study was designed to understand how technology integration in schools could be addressed in a first-wave country. The integration of educational technology in São Tomé and Príncipe (STP), a first-wave agricultural civilization, can narrow the divide between STP and third-wave information age societies. The conceptual framework was based on theories of change, learning, and context. Toffler’s wave theory described how societies changed while Fullan’s change theory examined how the people might change. Roger’s diffusion of innovations addressed how processes change. Bandura, Vygotsky, and Siemen provided the framework for the learning within the model of change. Finally, the context theories of Tessmer and Richey’s instructional design, Lave and Wenger’s situated learning, and Sticht’s functional context theory were applied. Twenty five individuals from 5 schools, including teachers, school directors, key educational stakeholders, and the minister of education were involved in a pilot project to integrate technology into the science curriculum. The data were collected via interviews, reflective summaries, and confidential narratives. The resulting data were analyzed to find emerging patterns. The results of this analysis showed that a first-wave civilization can adopt a third-wave civilization’s features in terms of technology integration, when there is the support of opinion leaders and most of the necessary contextual requirements are in place. The study contributes to social change by providing access to knowledge through technology integration, which empowers both teachers and students.
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Jacksin, Melonie Ann. "Integrating internet technology to support fraction instruction in the elementary classroon." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1704.

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Lewis, Karen. "Teachers' perceptions of using interactive whiteboards in early years classrooms." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/118066/1/Karen_Lewis_Thesis.pdf.

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This action research study investigated teacher perceptions of incorporating interactive whiteboards (IWBs) to enhance technology, teaching and learning instruction in Early Years (Prep to Year 3) classrooms. It looked at how teachers used and incorporated IWBs in lessons, prepared and selected media and digital resources, and worked collaboratively to support teaching practices. Participants were recruited from a small group of Early Years (Prep to Year 3) teachers who worked at the same school and currently have an IWB in their classroom. This research identified teacher perceptions of pedagogy and practice affecting IWB use in the classroom and what issues faced the teachers with their IWB use, in order to determine the support teachers required to collaboratively prepare media and digital resources to encourage and enhance active IWB involvement across learning areas and develop teaching practices. The research involved teachers collaboratively and individually reflecting on their learning journey. The Australian Curriculum, Assessment and Reporting Authority (ACARA) emphasised the importance of integrating information and communication technology (ICT) across all curriculum areas. As ICT is now an integral part of teaching, this research investigated if and how the use of a particular technology that is, the IWB, influenced pedagogy and what issues teachers needed to overcome. Studies in Australia into the use of IWBs by teachers have been limited although some recent research focused on the importance of IWB in-service teacher training. The majority of studies on the use of IWBs in classrooms have focused on addressing student academic achievements and engagement. To address the limited research on teacher use of IWBs, this qualitative study was based on a participatory action research approach in a naturalistic setting. Participatory action research involves changing or improving a social situation in communities that emphasised participation and action. This study actively examined the teachers use of IWBs based on reflection, data collection, and action to improve education through involving people collaboratively to improve their own teaching skills. The iterative action research modelled cycles of plan, acts, observes, reflect and then plan again for the next cycle. The results from this study focussed on two main areas. The first involved how the teachers understanding of the affordances of the IWB in Early Years (Prep to Year 3) classrooms affected their practice. The second explored the support and educational opportunities needed for teachers to make meaningful use of the IWB in Early Years classrooms.
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Buliva, Newton Evadanga. "Evaluation of Kenyan Pre-Service Teachers' Preparedness to Integrate Educational Technology in Classrooms." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707306/.

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A case study was used to survey 308 teacher trainees in western Kenya to investigate the extent to which pre-service teachers in two Kenyan teacher training colleges are prepared to integrate technology in teaching. . The study uses the technological pedagogical and content knowledge (TPACK) framework to understand the knowledge needed by the pre-service teachers to integrate technology effectively. Data was gathered using the Survey of Pre-Service Teachers' Knowledge of Teaching and Technology and three open-ended questions. Data from the survey does not distinguish the TPACK variable among the respondents. The data suggests that the pre-service teachers rate themselves highly on the other six TPACK subscales of technological knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological content knowledge. Further, the data suggests that the respondents' personal use of technology, to a large extent, influences how they use technology in classrooms. Lastly, the data indicates that the survey instrument is inadequate in capturing all the TPACK subscales in this population as it shows weak internal consistency. These findings imply that faculty in these colleges need to be more intentional and deliberate in teaching the trainees how to integrate technology in lessons. Policymakers and college administrators may also influence the teachers' personal use of technology to inculcate into the trainees tested methods of technology integration. Another implication is that future research could employ other supplementary methods, in addition to surveys, to find out the levels of technology integration in the teacher trainees.
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Hung, Shao-Ting Alan. "Alternative EFL assessment integrating electronic portfolios into the classroom /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215202.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Adviser: Martha Nyikos. "Title from dissertation home page (viewed June 18, 2007)."
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Masdeu, Yélamos Eduard. "The digitalisation of music classrooms in schools in Catalonia: study of and proposal for a general framework for integrating technology in music education." Doctoral thesis, Universitat de Lleida, 2015. http://hdl.handle.net/10803/300305.

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Aquesta investigació és un estudi descriptiu sobre la digitalització de les aules de música a les escoles públiques de Catalunya que té com a objectiu: (a) conèixer l’estat actual en què es troba la incorporació de les tecnologies a les aules de música de les escoles catalanes; (b) identificar els elements i factors que mediatitzen la implementació de les tecnologies en l’ensenyament de l’educació musical i (c) elaborar, a partir de les anàlisis anteriors, una proposta de marc per a la integració de les tecnologies en l’ensenyament de l’educació musical (MITEM). Es crea un qüestionari electrònic que es fa arribar a 1371 centres educatius amb especialistes en educació musical, obtenint un 35,1% de respostes que configuren una mostra final de 482 escoles. Al darrer ítem del qüestionari (pregunta oberta) responen un 24,27% dels enquestats. Es realitzen també 16 entrevistes a experts nacionals i internacionals en l’àmbit de les tecnologies aplicades al camp de l’educació musical. Les conclusions de l’estudi - agrupades en quatre eixos (administracions educatives, centre educatiu, aula de música i especialista en educació musical) -, posen de manifest que: (a) les polítiques educatives d’integració de les tecnologies a les escoles disten força de les concepcions dels especialistes pel que fa a la manera de com impulsar l’ús efectiu de les tecnologies a les aules; (b) les escoles catalanes reflecteixen un nivell moderat d’adopció de les tecnologies dins les aules de música; (c) la utilització de les tecnologies en els processos educatius musicals està centrada principalment en activitats en les quals l’especialista en educació musical defineix i controla els espais d’aprenentatge i (d) l’especialista manifesta una actitud positiva envers la utilització de les tecnologies en els processos d’aprenentatge tot i la seva mancança formativa en l’ús de les tecnologies
Esta investigación es un estudio descriptivo sobre la digitalización de las aulas de música en las escuelas públicas de Catalunya que tiene como objetivo: (a) conocer el estado actual en el que se encuentra la incorporación de las tecnologías en las aulas de música de las escuelas catalanas; (b) identificar los elementos y factores que mediatizan la implementación de las tecnologías en la enseñanza de la educación musical y (c) elaborar, a partir de los análisis anteriores, una propuesta de marco para la integración de las tecnologías en la enseñanza de la educación musical (MITEM). Se elabora un cuestionario electrónico que se envía a 1371 centros educativos con especialistas en educación musical, obteniendo un 35,1% de respuestas que configuran una muestra final de 482 escuelas. En el último ítem del cuestionario (pregunta abierta) responden un 24,27% de los encuestados. Se realizan también 16 entrevistas a expertos nacionales e internacionales en el ámbito de las tecnologías aplicadas al campo de la educación musical. Las conclusiones del estudio - agrupadas en cuatro ejes (administraciones educativas, centro educativo, aulas de música y especialista en educación musical)-, ponen de manifiesto que: (a) las políticas educativas de integración de las tecnologías en las escuelas difieren de las concepciones de los especialistas en lo concerniente a como promover el uso efectivo de las tecnologías en las aulas, (b) las escuelas catalanas reflejan un nivel moderado de adopción de las tecnologías en las aulas de música, (c) la utilización de las tecnologías en los procesos educativos musicales se concentra principalmente en actividades en las que el especialista define y controla los espacios de aprendizaje y (d) el especialista que trabaja en las escuelas catalanas manifiesta una actitud positiva con respecto a la utilización de las tecnologías en los procesos de aprendizaje a pesar de su falta de formación en el uso de las tecnologías
This research project is a descriptive study of the digitalisation of music classrooms in state-funded schools in Catalonia whose objectives are threefold: (a) set out the current state of incorporation of technologies in music classrooms in Catalan schools; (b) identify the elements which influence the implementation of technologies in music education and (c) draw up a general framework proposal for integrating technology in music education (FITME) on the basis of the previous analyses. A questionnaire was sent to 1,371 schools that have a specialist music teacher, of which 35.1% responded. The final sample was 482 schools. The open question was answered by 24.27% of music teachers. 16 interviews were conducted with national and international experts in technologies applied to music education. The conclusions of the study are grouped into four areas (education authorities, the school, the music classroom and the music teacher), of which we would highlight the following: (a) education policies for technology integration in schools differ significantly from how music teachers conceive the best way to drive effective use of technologies in the classroom; (b) Catalan schools reflect a moderate level of technology adoption in the classroom; (c) use of technologies in music education processes is focussed principally on activities in which the teacher defines and controls the learning environment and (d) music teachers working in Catalan schools display a positive attitude towards the use of technology in learning processes despite their lack of training
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Byrd, Nijia. "Technology-Based Professional Development for Teaching and Learning in K-12 Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4047.

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In an urban Georgia school district, teacher satisfaction surveys revealed that technology-based professional development was not equipping teachers with the skills or support needed to implement technology into their teaching practices. The purpose of this mixed-methods case study was to explore teachers' experiences and perceptions of technology-based professional development and its effect on self-efficacy. Guided by Piaget's constructivist theory, this study was based on the perspective that teachers often construct knowledge rather than gain it. Guiding questions explore the experiences teachers have had with technology integration in daily teaching practices, their self-perceived competency level and self-efficacy regarding technology, their attitudes about provided professional development and time and resources provided for their collaborative professional work, and perceptions about their technology related professional development needs. A purposeful sample of 35 teachers was used to collect quantitative data through a survey and 8 of these teachers were interviewed. Interview data were transcribed, coded, and member checked. Three themes emerged: teacher-centered versus student-centered use; necessity of differentiated professional development; and lack of support, resources, and time. Descriptive analysis revealed that most teachers were using technology daily. Factors contributing to the frequency and quality of technology use included resources, support, and self-efficacy. As a model intervention, the final outcome is a comprehensive professional development plan to provide teachers with a platform to share and improve their teaching practices, which when implemented will offer positive social change, in the form of support for these and other teachers, which will lead to improvements in teaching and learning and achievement of educational outcomes.
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Mashile, Thubelihlelenkululeko. "Technology integration and the digital divide : understanding factors that impact on educators' ability to integrate technology in South African classrooms." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/59868.

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Information and Communications Technology (ICT) investment in education is growing steadily in many countries, yet ICT adoption and integration in teaching is still in its infancy. In particular, in South Africa, only 26% of educators have basic ICT skills. This alarming statistic means that educators are ill positioned to impart digital skills to their learners. Consequently, failure to address these challenges may result in the widening of the digital divide in South Africa, with an inability to work in the knowledge economy. Thus, the purpose of this research was to explore the nature and extent of technology integration in South African classrooms, from the perspective of educators. In particular, the study examined five factors. These were educators' attitudes towards ICT; their digital capabilities (knowledge and skills); the extent to which they had been formally trained in ICT, what digital resources they had at their disposal, as well as what type of institution type they worked in, in order to determine if institution impacts on ICT adoption. Using a combination of explanatory and causal research design, data was collected from 66 educators using an online survey. Due to the nature of the data collection instrument, the participant profile was that of well-resourced educators (in terms of digital resources) working mostly in private high schools. Thus, findings are confined to this group. It was established that the participants had positive attitudes towards technology, and its use in the classroom. In particular, positive educator attitudes and access to ICT resources promoted the adoption of ICT in the classroom. However, limitations in terms of the range of respondents meant that no statistically significant relationship could be found between institution type and ICT adoption, although the descriptive statistics indicated that this could well be so. However, training and professional development were severely lacking and so this is the greatest barrier to the integration of technology into the classroom. In particular, most educators were self-taught in terms of ICT and, thus, displayed only a surface level of competence, with basic skills in place but advanced skills absent. These findings illuminated the need to intensify efforts to provide training to develop digital skills for educators. Active engagement of educators is at the epicentre of addressing the demands of the digital native learner. Keywords: Digital divide; Digital natives; Educators; Information and Communication Technology (ICT); Teacher training; Technology Integration
Mini Dissertation (MBA)--University of Pretoria, 2017.
sn2017
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
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Hsueh, Su-Ling. "An Investigation of the Technological, Pedagogical and Content Knowledge Framework in Successful Chinese Language Classrooms." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2693.pdf.

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Van, Orden Stephen. "Integrating Digital Technologies in the German Language Classroom: A Critical Study of the Technology-Integration Experiences of Three Secondary German Teachers." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/796.

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German language teachers are gaining increased access to smart classrooms and digital technologies that offer teachers and students greater access to authentic cultural and language materials and enable more student target language communication. Teaching with technology changes the teaching and learning environment in many ways. Little is known about how integrating technology into the daily German-language-teaching curriculum changes the implicit power structures embedded in all classroom interactions. Because of the central, decision-making role of the teacher, this study uses a critical theory of technology lens to examine the daily technology integration experiences of three secondary German language teachers. This study employed a holistic, multiple case study design with a mixed purposive sampling strategy. One classroom observation and two interviews were conducted with each informant. The three secondary German language teachers' descriptions of their decision-making process as they integrate digital technologies into their daily curriculum provide a deeper, more contextualized understanding of their perceptions of their technology integrations. The interpretation of the interview data produced several conclusions. First, digital technology integration is a process that happens over time for the three informants. Second, the informants' decisions about their classroom technology integrations are influenced by their second language acquisition (SLA) beliefs. Third, the informants' classroom technology integrations are influenced by the implicit power relations embedded in the normalized classroom discourse. Fourth, the informants' perception of their own identity and their students' identities influences their classroom technology integrations.
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Sigears, Kimberly Ann. "The effectiveness of integrating technology into science eduaction (sic) compared to the traditional science classroom." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2142.

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The goal of this project is to assist the teacher in integrating technology into a seventh grade science classroom, with an emphasis on the human body systems. Through the integration of technology into science education, this project aided in enhancing the learning environment, while motivating students to become more active participants in their learning experience.
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Malz, Regina. "Special Education Teachers' Experiences Integrating Mobile Devices in their Classroom." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7695.

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The problem for this study is the increasing number of students identified as special need learners in U.S. schools and the critical need to prepare them for success in the 21st century workplace. The purpose of this study was to examine the experiences of special education teachers while they integrate mobile tablets into the classroom. The conceptual framework was based on constructivism, andragogy, experiential learning models and Roger’s diffusion of innovation. The research questions focused on understanding the experiences of special education teachers during their implementation of mobile tablets. This study was a qualitative multiple case study involving the interview special education teachers before and after lessons during which they integrated mobile devices into their classroom. These interviews and curriculum artifacts were analyzed using thematic inductive analysis. Results identified that all the teachers were generally in favor of integrating mobile tablets and believed they were integrating them successfully. However, the teachers who believed in their personal ability to utilize mobile devices in their classrooms were able to navigate multiple issues and integrate them more effectively. The level of integration was also influenced by the usability, functionality and accessibility of the technologies. Additionally, all teachers related their ability to integrate technology successfully with the type and quality of professional development they received. Understanding how special education teachers successfully integrate innovative technologies has the potential to support special needs learners for their future success in the 21st century workplace.
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Bryant, Frances LeAnna. "Elementary Teachers' Experiences with Technology Professional Development and Classroom Technology Integration: Influences of Elements of Diffusion and Support." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/ece_diss/6.

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Lack of teacher technology integration is a documented concern within education. Effective staff development practices, the need for on-going support, and the presence of elements of diffusion are all recognized as factors that lead to higher rates of technology integration. These elements are not currently studied as a whole in research on technology education. This study sought to examine all three of these factors within a southern metropolitan school district’s technology teacher development initiative. The following questions guided the research: 1. How do teachers experience the five elements of diffusion (complexity, triability, observability, relative advantage, and compatibility) in the area of technology integration in elementary schools? 2. How do teachers experience instructional technology support and the impact of support on their technology integration instruction? 3. How do teachers experience technology staff development and the impact of staff development on their classroom technology integration? Data were collected from 81 online survey participants, 16 oral interview and web log analysis participants, and an interview with the project director at the completion of the first year of a two-year initiative. Participants received updated technology tools within their classroom and were required to take technology related courses, keep web logs, and complete technology projects. Research was conducted within a mixed methods triangulation design using a pragmatic paradigm with descriptive statistics and correlations as forms of quantitative analysis and a phenomenological approach applied in qualitative analysis. Findings showed the presence of elements of diffusion and support across all data sources. Teachers’ experiences with the program were positive and led to frequent and varied technology integration. Correlations indicated high levels of interrelatedness among the variables of support, elements of diffusion, and impact on instruction. Teachers reported enhanced engagement in learning among themselves and their students. The fact that teachers chose to be in the staff development program and had choices within the program to fulfill the requirements appeared to engage and motivate them. Even though teachers self-reported they were early adopters of technology, the program support structure was highly valued. The program could be used as a model for effective technology staff development.
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McDaniel, Donna Christine. "Effectiveness of integrating technology across the curriculum: classroom learning environments among middle-school students in the USA." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/155.

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A pretest–posttest design was used in evaluating the effectiveness of integrating technology across the core curriculum in terms of students’ perceptions of their classroom learning environment for a sample of 966 grade 6–8 students in Texas. Data analyses supported the factorial validity and reliability of the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) and revealed small and directionally-inconsistent changes in TROFLEI scale scores. Overall technology integration was neither advantageous nor disadvantageous.
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Biggs, Ellyn M. "Evaluation of a professional development program on integrating technology into middle schools : classroom environment and student attitudes." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/720.

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The Alliance+ project is a teacher professional development program that integrates technology into mathematics and science lessons. The effectiveness of this innovative program was evaluated in terms of students‟ perceptions of the classroom learning environment and their attitudes towards science/mathematics. The sample consisted of 759 students of seven mathematics/science teachers (four Alliance+ participants and three non-participants) in one middle school in Miami-Dade County, Florida. The students responded to learning environment scales based on the Constructivist Learning Environment Survey (CLES) and the What Is Happening In this Class? (WIHIC) questionnaires to assess their perceptions of the classroom learning environment. Additionally, they responded to an attitude scale modeled on the Test Of Science-Related Attitudes (TOSRA) to assess their attitudes towards mathematics/science. It was found that Alliance+ teachers were more successful than the non-Alliance+ teachers in promoting a classroom environment with more cooperation among students during the science/mathematics lessons. Additionally, Alliance+ professional development model was differentially effective for mathematics and science teachers in terms of three learning environment scales (namely, Teacher Support, Cooperation, and Critical Voice), but not in terms of students‟ attitudes to science. In terms of Cooperation, Alliance+ teachers were more effective than non-Alliance+ teachers for mathematics, but comparable in effectiveness to non-Alliance+ teachers for science. For Critical Voice, Alliance+ teachers were slightly more effective than non-Alliance+ teachers for mathematics, but considerably less effective than non-Alliance+ teachers for science.In terms of Teacher Support, Alliance+ were less effective than non-Alliance+ teachers for science, but comparable in effectiveness to non-Alliance+ teachers for mathematics. However, teachers who did not participate in the Alliance+ project were more effective than the teachers who participated in the Alliance+ project in providing a positive learning environment in which the students perceived more teacher support and in promoting positive attitudes towards science/mathematics. Qualitative data results revealed that the Alliance+ teachers had not received sufficient support from their school administrators and Alliance+ trainers and lacked the resources that were necessary for them to implement the project successfully, which could possibly be an explanation for the quantitative results in favor of the non-Alliance+ teachers. This study also investigated outcome-environment associations. It was found that associations existed between students‟ attitudes towards science/mathematics and their perceptions of the classroom leaning environment (especially personal relevance, teacher support, and cooperation).
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Biggs, Ellyn M. "Evaluation of a professional development program on integrating technology into middle schools : classroom environment and student attitudes." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=116042.

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The Alliance+ project is a teacher professional development program that integrates technology into mathematics and science lessons. The effectiveness of this innovative program was evaluated in terms of students‟ perceptions of the classroom learning environment and their attitudes towards science/mathematics. The sample consisted of 759 students of seven mathematics/science teachers (four Alliance+ participants and three non-participants) in one middle school in Miami-Dade County, Florida. The students responded to learning environment scales based on the Constructivist Learning Environment Survey (CLES) and the What Is Happening In this Class? (WIHIC) questionnaires to assess their perceptions of the classroom learning environment. Additionally, they responded to an attitude scale modeled on the Test Of Science-Related Attitudes (TOSRA) to assess their attitudes towards mathematics/science. It was found that Alliance+ teachers were more successful than the non-Alliance+ teachers in promoting a classroom environment with more cooperation among students during the science/mathematics lessons. Additionally, Alliance+ professional development model was differentially effective for mathematics and science teachers in terms of three learning environment scales (namely, Teacher Support, Cooperation, and Critical Voice), but not in terms of students‟ attitudes to science. In terms of Cooperation, Alliance+ teachers were more effective than non-Alliance+ teachers for mathematics, but comparable in effectiveness to non-Alliance+ teachers for science. For Critical Voice, Alliance+ teachers were slightly more effective than non-Alliance+ teachers for mathematics, but considerably less effective than non-Alliance+ teachers for science.
In terms of Teacher Support, Alliance+ were less effective than non-Alliance+ teachers for science, but comparable in effectiveness to non-Alliance+ teachers for mathematics. However, teachers who did not participate in the Alliance+ project were more effective than the teachers who participated in the Alliance+ project in providing a positive learning environment in which the students perceived more teacher support and in promoting positive attitudes towards science/mathematics. Qualitative data results revealed that the Alliance+ teachers had not received sufficient support from their school administrators and Alliance+ trainers and lacked the resources that were necessary for them to implement the project successfully, which could possibly be an explanation for the quantitative results in favor of the non-Alliance+ teachers. This study also investigated outcome-environment associations. It was found that associations existed between students‟ attitudes towards science/mathematics and their perceptions of the classroom leaning environment (especially personal relevance, teacher support, and cooperation).
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28

Cameron, Amy Louise Cox. "Opening doors| A collective case study of integrating technology in the preschool through 3rd grade classroom in a developmentally appropriate way." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731991.

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Children today are growing up in a technology-saturated world and yet early childhood teachers do not typically include technology in their classrooms, or if they do, they include it inappropriately. The literature states that integrating technology in early education can yield many benefits, but many teachers of young children avoid using technology because they do not know how to incorporate it appropriately. This dissertation is an exploratory observational study of early childhood teachers (preschool through third grade) who integrate technology in their programs in developmentally appropriate ways.

This study involved three classroom teachers who were identified as model teachers at integrating technology in their classrooms: a preschool teacher and two kindergarten teachers. The study was guided by the recommendations from the National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College (2012) position statement for early childhood teachers in the appropriate use of technology and digital media in the early childhood classroom.

In this exploratory collective case study, visits to the classrooms were conducted several times and observations were performed. Checklists and field notes were used to record the findings. The teachers were interviewed before and after the observations to create a clearer picture of the classroom practices. This resulted in three cases that can serve as examples for teachers on how to integrate technology in the early childhood classroom in a developmentally appropriately way for young children. This study also provides recommendations for teachers who want to provide children with digital learning tools that can extend, enrich, and scaffold their learning. This study contributes four conclusions and five recommendations to guide teachers in integrating technology in a developmentally appropriate way for young children.

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Boksz, Barbara Ann. "An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Research Study." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/98.

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An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Research Study By Barbara A. Boksz © November 8, 2012 This study examined the process teachers used to change their pedagogy to deliver effective instruction using Web 2.0 tools. A phenomenological approach examined the "lived experiences" of seven secondary teachers through in-depth interviews giving this study an in-depth qualitative analysis of teachers and technology. The widening digital divide between teachers and students causes a barrier for educators trying to reach their students. Students are raised with pervasive technology, while teachers are using Web 2.0 tools on a personal basis, but may not yet be successful in adapting their pedagogy to effectively use the tools for instruction. The ease of use and user friendly interface of Web 2.0 tools makes them a possible catalyst to help teachers change their pedagogy. Past teacher professional development focused on providing teachers with the technical knowledge to bridge the gap, but has fallen short of causing the paradigm shift needed to change pedagogy to use current tools effectively. The Technological Pedagogical and Content Knowledge (TPACK) framework has been used in professional development and proven to lead to an effective change in teachers' pedagogy. Most current research has examined both the TPACK framework and Web 2.0 tools, but few researchers have looked at the teacher perspective on the issue. The findings of this study indicated the types of Web 2.0 tools and how they are being utilized, the reasons why teachers are using the tools for instruction, and the technological factors influencing their use. Lastly, the impact their TPACK had on their success in adapting pedagogy points to the need for support either through professional development or support from colleagues. The "lived experiences" of the teachers provided implications for professional development assisting in making the change process easier for teachers, administrators, and students. This study provided an in-depth look at the relationship between in-service teachers, their TPACK, and how it relates to educational technology. In addition, this study demonstrated the rigorousness of phenomenology as a primary research method for educational technology.
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Polak, Michele. "Beyond Digital Play: Integrating Girl-Created Subjectivity Into the College Composition Classroom." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312391224.

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Perry, Nicholas D. Perry. "Teacher attitudes and Beliefs about Successfully Integrating Technology in their Classroom During a 1:1 Technology Initiative and the Factors that Lead to Adaptations in their Instructional Practice and Possible Influence on Standardized Test Achievement." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1522233676292274.

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32

Olivier, Louise. "Integrating motion media in the instruction of English literature : outcomes-based guidelines." Thesis, North-West University, 2009. http://hdl.handle.net/10919/71509.

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In the age of digital literacy, teachers need to seek out the best practice in the use of technology so that the digital divide between teachers and learners can be bridged. This study proposed to look at ways to implement motion media (specifically the moving image) technology effectively as a supplementary instructional medium for literature study and to set guidelines for FET (Further Education and Training) English teachers so that learning outcomes could be achieved easily by all learners in the South African English literature class. The aim of this study was to provide guidelines for teachers in order to make optimal language (specific literature) learning possible and enjoyable through the application of motion media technology. In addition to the literature study, qualitative research was done through case studies and by conducting interviews with teachers who teach English Home Language and English as an Additional Language in the FET-phase. The problem addressed in this study is that even though educational technology (especially moving image technology) is easily available to most teachers, they do not implement it in their literature lessons as they are not adequately trained to incorporate it into their lessons. This makes the digital divide between teachers and learners even bigger. The dilemma for many teachers in the twenty-first century is that they have to teach learners print-based literature in an era where everything is technological. The pedagogical potential of moving image media within the English curriculum was explored in this study. The nature and scope of English as a subject area was discussed and various types of literacies were identified. A case was made for moving image education to become central to English literature teaching. Guidelines, strategies and techniques were proposed for teachers who are not technologically trained. Resources for teaching literature with the moving image were also identified. It became evident from the data received from the interviews conducted, that most teachers did not possess the knowledge and skills to use technology effectively in their English literature lessons. They did, however, express the need to receive training so that their literature lessons could be enriched with media other than just print. They wanted to empower themselves so that they in return could empower their learners. This study aimed to be of assistance to the pedagogy of English Home Language and Additional Language literacy teaching so that using the moving image in teaching does not add to teachers' workload, but enriches lessons in such a way that both the teachers and learners can obtain productive outcomes. The research also established that technology can be infused in English literature classes in a way that does not interfere with the content pedagogy, but supports it in a way that actively involves learners and prepares them with the technical and pedagogical skills for creating the new learner-centred classroom.
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Mohn, Robert C. "Problems with integrating computer technology into the K-12 educational curriculum : a study of the use of the Internet and video-conferencing in a fifth grade classroom /." Master's thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-02232010-020010/.

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Yemothy, Nicole Elizabeth. "Improving Educational Technology Integration in the Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/902.

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Teachers' ability to integrate technology is a topic of growing concern given the importance of technology and 21st century skills readiness in both academics and the global society of 2014. This study investigated the technology integration barriers that educators faced, the training the educators received, and support needs of educators at a large, prominent, 30-year old international school located in Central America offering grades Pre-K 3 to 12. The social learning theory of Bandura, the constructivist theories of Piaget and Dewey, and the technology constructionism of Papert provided the theoretical framework. The research questions focused on understanding technology integration by assessing key aspects of the teachers' technology proficiency and needs. A nonexperimental quantitative cross-sectional study design was used to examine the educational technology integration practices and deficiencies at the focus school. A Likert-style instrument, comprised of parts from 3 existing instruments, was completed electronically by 62 purposefully sampled certified teachers at the focus school. Descriptive statistics identified technology integration levels, training factors, and support needs of focus school educators. Correlational analyses failed to reveal any significant relationships between technology integration levels of the focus school teachers and the variables of interest: self-perceived barriers to technology integration, self-perceived confidence using technology, and participation in onsite professional development. In light of the survey findings, a 3-phase technology integration improvement plan was designed. The study yields social change for the focus school by improving their technology integration practices based on empirical evidence.
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Kebboua, Chaker Nadia. "Integrating Information Technology in theTeaching/Learning of English Pronunciation in the Classroom: Designing and Implementing an Online Course to Teach Word and Sentence Stress to Tertiary Level Students." Doctoral thesis, Universitat Rovira i Virgili, 2019. http://hdl.handle.net/10803/668789.

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Este estudio investiga el potencial del uso de la tecnologia en la ensenanza y el aprendizaje de la pronunciacion. El estudio explora el progreso de los estudiantes en la pronunciacion en ingles con respecto a la acentuacion de palabras y oraciones. El curso de pronunciacion era original, se creo especialmente para los participantes de este estudio, teniendo en cuenta los errores tipicos que cometen los hablantes de espanol / catalan como resultado de la interferencia del idioma materno. El estudio se llevo a cabo con dos grupos de 24 estudiantes universitarios de primer ano que actuaron como control y experimental. El grupo control recibio instruccion sobre la acentuacion de ingles por medios convencionales, mientras que el grupo experimental utilizo un entorno virtual para el aprendizaje de la pronunciacion. El estudio utilizo un diseno de prueba previa, intervencion y prueba posterior. Para evaluar los datos, se adoptaron tres enfoques diferentes. Las tareas de lectura fueron evaluadas mediante analisis acustico.
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Brent, Howard Jehu. "Middle School Teachers' Acceptance and Use of Edmodo to Sustain Networked Collaboration." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13862679.

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Although some middle school teachers integrate social media platforms into instruction, they generally use traditional and teacher-centered strategies rather than those that are innovative and student-centered. A gap exists in the literature on how teachers could use social media tools such as Edmodo to engage middle school students for innovative online collaboration. This qualitative case study explored the factors that contributed to the acceptance and use of Edmodo by middle school teachers in a Mid-Atlantic urban school district. Specifically, the research explored how teachers leveraged Edmodo to initiate and sustain networked collaboration with their students. The Unified Theory of Acceptance and Use of Technology 2 model, sociocultural development theory, and connectivism supported the conceptual framework. A criterion selection process was used to select 6 middle school teachers as participants. Data sources included 6 semi structured interviews, a focus group of 3 educational technology leaders, and school district documents. Data were analyzed using a priori codes based on the literature review and conceptual framework. Themes that emerged from the analysis included the following: acceptance and use of Edmodo as a communication platform, increased support of students’ organizational needs, enhancement of professional practice, initiation of networked collaboration, barriers and challenges in networked collaboration, and sustained networked collaboration. This research may contribute to positive social change by informing educational leaders and teachers on how to best leverage social media tools such as Edmodo in the middle school classroom to actively engage students in online collaboration, fostering a more student-centered learning environment.

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Evanshen, Pamela, Mary Myron, and D. Grewal. "Integrating Theory and Practice in Virtual Classrooms." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4366.

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38

MADDIN, ELLEN A. "FACTORS THAT INFLUENCE TECHNOLOGY INTEGRATION IN ELEMENTARY INSTRUCTION." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021931835.

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39

Gustafsson, Patrik. "Frameworks for task design and technology integration in the mathematics classroom." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-33361.

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In recent years many teachers and students have begun having good access to digital technology in their classrooms, and in the context of Sweden the majority of secondary schools are known as one-to-one schools, with students having their own computer or tablet. However, the mere presence of technology in the classroom is not a guarantee for improved teaching and learning. In fact, there is a challenge involved with integrating technology in the classroom and many teachers need support. Therefore, the aim of this thesis is to contribute to the knowledge about support for teachers integrating digital technology, especially a classroom response system (CRS), in the mathematics classroom. This is done by focusing on frameworks for CRS task design and technology integration. The thesis consists of two papers and a kappa. Both papers use data from a design research project including interventions in two cases. Paper I focuses on the development of design principles and task types for CRS tasks in a multiple-choice format aiming to engineer mathematical classroom discussions. The study generated three design principles, six task types, and 31 empirically evaluated tasks. The empirical evaluation shows that teachers consider the evaluated CRS tasks useful for engineering mathematical classroom discussions. Paper II focuses on exploring the potential of Ruthven’s (2009) SFCP framework as tool for analyzing empirical data in order to conceptualize and analyze teachers’ reasoning about critical aspects of technology integration in the mathematics classroom. The results show that the SFCP framework can be useful for capturing teachers’ reasoning about critical aspects of technology integration, but also that the framework does not capture teachers’ reasoning about students’ attitudes and behaviors. Therefore, the framework would benefit from taking into consideration students’ attitudes and behaviors, as these features are a challenge teachers need to deal with when integrating technology in the classroom. This thesis kappa, building on earlier research as well as the results and methods of its own papers, ends with an elaborated discussion on the challenges and support for teachers wanting to integrate CRS in their mathematics classroom.
Lärare och elever har idag god tillgång till digital teknik i klassrummen. I Sverige är numera majoriteten av högstadie- och gymnasieskolorna en-till-en skolor där alla elever har en egen dator eller surfplatta. Blotta närvaron av digital teknik i klassrummen är inte en garanti för förbättrad undervisning och ökat lärande. I själva verket så är det en utmaning att integrera digital teknik i klassrummet och många lärare behöver stöd för att lyckas med detta. Syftet med den här uppsatsen är att bidra till kunskap om stöd för lärare som integrerar digitala verktyg i matematikklassrummet. Detta görs dels genom att fokusera på ramverk för att konstruera matematikuppgifter till digitala responssystem och dels genom att undersöka ett ramverk för teknikintegrering i undervisningen. Uppsatsen består av två artiklar och en kappa. Båda artiklarna använder data från ett designforskningsprojekt bestående av interventioner i två separat fall. Artikel I fokuserar på utvecklingen av designprinciper och uppgiftstyper för flervalsuppgifter till digitala responssystem. Uppgifterna syftar till att initiera och fördjupa matematiska diskussioner i klassrummet. Studien genererade tre designprinciper, sex uppgiftstyper och 31 empiriskt utvärderade flervalsuppgifter som kan användas för att välja, värdera och konstruera uppgifter till responssystem. Den empiriska utvärderingen visar att lärarna anser att de testade uppgifterna och uppgiftstyperna är användbara för att initiera matematiska klassrumsdiskussioner. Artikel II fokuserar på att undersöka potentialen av Ruthvens (2009) ramverk ”Structuring Features of Classroom Practice” (SFCP), som ett analytiskt verktyg för att begreppsliggöra och analysera lärares resonemang om kritiska aspekter vid teknikintegrering i matematikklassrummet. Resultatet visar att ramverket är användbart för att fånga lärares resonemang om kritiska aspekter vid teknikintegrering i undervisningen, men också att ramverket inte fångade lärares resonemang om elevers attityder och uppförande. Studien föreslår att ramverket kan utvecklas och förbättras genom att även ta hänsyn till elevernas attityder och uppförande, eftersom detta är kritiska aspekter som lärare behöver hantera när de integrerar teknik i klassrummet. Med utgångspunkt från tidigare forskning och resultaten i artiklarna avslutas uppsatsens kappa med en utvecklad diskussion om utmaningar och stöd för lärare som integrerar digitala responssystem i matematikklassrummet.
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40

Willmann, Kerri Lynn. "Examining the Integration of Technology in the Early Childhood Classroom." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4114.

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Reading achievement scores in the United States are low and educators need more strategies to support young students in literacy. It is important to identify the technologies and implementation strategies that educators find beneficial for literacy instruction. The purpose of this qualitative study was to investigate perspectives on instructional technology and literacy strategies intended to promote student-centered learning opportunities. The conceptual framework was Bloom's mastery learning, Bransford's anchored instruction, and Piaget's constructivist theory. Each theorist encouraged exploration and hands-on interactive learning opportunities. The research questions addressed how teachers perceive the implementation of technology tools to enhance literary performance and engagement in kindergarten and first grade. A purposeful sample of 8 teachers and 4 administrators with 3+ years' experience that implemented the core reading curriculum and had access to literary technologies participated in interviews and teachers' classrooms were observed. A combination of a priori and open coding was used to identify patterns and themes. Participants identified technology as a positive influence on reading instruction, student performance, and engagement. They identified problems including weak technical support and insufficient time for peer support and sharing related to working with the various technologies. Further research is recommended into integration of developmentally appropriate instructional technology. This study may contribute to positive social change by providing a tool that can be used by school districts to better improve the adoption of current and future technological innovations based on teacher experience and perceptions.
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Meyer, Amy Lynn. "Evaluation of classroom performance system (CPS) technology integration in terms of classroom environment and attitudes." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/2086.

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The push for technology in education might not be as successful as some 21st century policy makers might expect. Numerous researchers have failed to find any positive outcomes following the integration of technology into education. This study compared classrooms in which Classroom Performance System (CPS) technology had been integrated with non-CPS classrooms in terms of the classroom learning environment and students’ attitudes toward science. Student perceptions of the learning environment were assessed with a modified version of the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) and student attitudes were assessed with the Attitude and Efficacy Questionnaire. These instruments were administered to a sample of 971 students as a pretest and 389 students as a posttest with 17 different teachers, of students in grades 9 through 12, from a large school district in New York State.The gender breakdown for this sample consisted of 179 males and 210 females, and there were 178 CPS students and 211 non-CPS students. The differential effectiveness of CPS technology for different genders was also investigated.Simple correlation and multiple regression analyses were used to examine the relationships between student perceptions of the classroom environment and the student attitudes. The analysis involved a two-way MANOVA with the TROFLEI scales and attitude scales as the dependent variables. The two independent variables were the instructional method (CPS and non-CPS) and student gender. Differential effectiveness was considered to exist if there was a significant instruction x gender interaction for a particular dependent variable.Because the MANOVA using the Wilks’ lambda criterion showed significant differences for the set of dependent variables as a whole, the univariate ANOVA was interpreted for each individual environment and attitude scale. The average item mean, average standard deviation, F values and effect sizes from MANOVA were calculated for each of the scales of the TROFLEI and Attitude and Efficacy Questionnaire. Overall, students in the CPS class appear to have benefited somewhat from the CPS technology integration. To examine the magnitudes of the differences between instructional group, as well as their statistical significance, effect sizes were calculated in terms of the differences in means divided by the pooled standard deviation. The effect size for Equity was relatively small with a value of 0.21 standard deviations. This result suggests differences in students’ perceptions of Equity in the classroom learning environment between students using CPS clickers and those students that were not using the clickers.Although gender differences in learning environment perceptions and attitudes were not the focus of the research questions, some statistically significant results were revealed. Results show that both Task Orientation and Attitude to Subject yielded significant gender differences. These effect sizes indicate gender differences that are small in magnitude. Relative to males, females liked science more and perceived that their classes were more task oriented.The results from this study revealed a significant instruction-by-gender interaction for Computer Usage. For the experimental group, males perceived greater Computer Usage than females. However, for the control group, females perceived greater Computer Usage.Data analyses supported the TROFLEI’s and Attitude and Efficacy Questionnaire’s factorial validity, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms. All TROFLEI scales correlated significantly and positively with student attitudes.
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42

Pavlidis, Philip Michael. "Factors contributing to the integration of computer technology in classroom instruction." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1539618556.

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The purpose of this study was to determine what factors contribute to and what factors inhibit the integration of computer technology in classroom instruction in the middle school setting at selected schools in a central Virginia public school system. Information derived from this study may be used to assist in the planning and decision making process by central office and building level administrators.;The population for this study included teachers from three middle schools in a central Virginia public school system. This school system has demonstrated through the Virginia Standards of Learning test scores, an even distribution of results regardless of demographics. A pilot study was conducted in the same school system. Participants completed a questionnaire, and a sample of participants was interviewed. The results were coded and chunked for the purpose of establishing an emerging theme or themes.;There has been a wealth of quantitative data with regard to student to computer ratio and computer to classroom ratio over the last several years. However, there is scant data from a qualitative perspective that may allow for in-depth answers to questions regarding the factors that come into play as to the reasons for the use or non-use of available technology.;Findings indicate that respondents appear to use computer technology for a range of personal reasons, yet are reluctant to use and integrate that technology into classroom instruction. In addition, thematic analysis revealed that time, access, and support appear to be major factors that inhibit the use and integration of computer technology in classroom instruction.
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Hastings, Tricia A. "Factors that Predict Quality Classroom Technology Use." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1257194863.

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44

Vanni, Amanda. "The importance of integrating curriculum disciplines in middle school classrooms." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/AVanni2008.pdf.

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Tweed, Stephanie Renee. "Technology Implementation: Teacher Age, Experience, Self-Efficacy, and Professional Development as Related to Classroom Technology Integration." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1109.

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The purpose of this quantitative study was to identify the combination of factors that pertain to the implementation of new technologies in the classroom. Specifically, the study was an analysis of the age of the teacher, years of teaching experience, quality of professional development, and teacher self-efficacy as defined by Bandura (1997) to examine the manner in which these factors relate to implementing new technologies in the classroom. Participants in this study were located in 2 different school districts in East Tennessee. All data were collected through an online survey distributed to K-5 teachers by way of email from school principals. The analysis of data was based on the responses of 124 teachers from these 2 school districts. Research revealed that teacher age, years of teaching experience, teacher gender, and the hours a teacher spent in technology professional development did not play a significant role in the self-efficacy by teachers. Findings also indicated that teacher age, years of teaching experience, teacher gender, and the hours spent in technology professional development did not play a significant role in the classroom technology use by teachers. However, the research indicated that the self-efficacy of teachers is significantly positively related to classroom technology use by teachers.
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Orlando, Amy Diane Vaidya Sheila R. "The integration of learning technologies in the elementary classroom : identifying teacher pedagogy and classroom culture /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/489.

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47

Sauls, Maxwell Martin. "A study of the integration of technology in the school arts classroom." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7364.

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This study explores the use of Information and Communications Technology (ICT) and Educational Technology (ET) as an educational resource in the school Arts classroom. Many teachers lack the qualifications to teach the Performing Arts (PA) of the Curriculum and Policy Statement (CAPS). Therefore, teachers rely on curriculum documentation and textbooks to help guide planning of lessons and the execution thereof. Technology as a resource tool can assist teachers as they incorporate an overwhelming amount of content/concepts in lessons. In this way they could improve classroom practice in the PA disciplines. With the emergence of Operation Phakisa: ICT in Education (Department of Education [DoE] 2015), the researcher acknowledges that the integration of ET is unavoidable. Moreover, the research highlights the importance of engaging with the rising hegemony of ICT as the defining characteristic of the information society. Literature supporting the inclusivity of media and media-related resources in education are discussed. In addition, the literature review focuses on a wide variety of ET and concludes with the implementation of ET in a South African context. Teachers from the Foundation Phase (FP), Intermediate Phase (IP) and Senior Phase (SP), namely grade R – 7, were invited to participate in the study where they were observed during contact time drawing on technology to aid teaching pedagogy. The research design involved a qualitative inquiry with aspects of crystallization where the data was collected through observations, interviews and teacher’s self-assessment. The findings suggest that teachers received little or no training in one or more PA disciplines. The integration of technology in the teaching pedagogy led to an enhanced learning environment where the teacher could actively engage learners in meaningful activities. The findings furthermore revealed that the use of technology was not uniform and did not lead to neat conclusion. Instead the researcher found that a great deal of divergence in the use of technology. This divergence was found across art disciplines and the use of technology also differed among teachers. Finally, individual teachers also differed in their use of technology across the art disciplines that they taught. The learners benefited from the use of technology insofar as they displayed a better understanding of the concepts in subsequent lessons. Furthermore, by the end of the study, teachers had begun to implement the new teaching style in learning areas other than the PA.
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48

Ramage, David Edward Haslam Elizabeth L. "Digital stories for professional learning : reflection and technology integration in the classroom /." Philadelphia, Pa. : Drexel University, 2007. http://hdl.handle.net/1860/1564.

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49

Carlson, Shawn M. "An examination of teacher understandings of technology integration at the classroom level." Thesis, University of Southern Maine, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124342.

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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 support teaching and learning, showing increasing overlap between the domains of technological and pedagogical knowledge. The changes resulted in an increase in the transparency of the teaching and learning process for other teachers, students, administrators, and parent. These changes were supported by four school-wide factors; the adoption of a common software suite, robust social networks, modeling by leadership and the professional development model used. The findings were discussed in relation to participants’ position on the adoption spectrum of Rogers’ Diffusion of Innovation theory.

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50

Pepe, Theresa Marie. "Teacher Perceptions and Attitudes of Classroom Technology Integration Related to iPad Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1913.

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While professional development on the use of technology in the classroom aids educators to implement new teaching strategies, little is known about teachers' concerns with professional development specifically for adopting mobile technologies like iPads in their classrooms. The purpose of this study was to discover teachers' attitudes and perceptions toward teacher training for integration of the iPad into their classroom instruction. Using a case study approach and the concerns-based adoption model as a framework, this study examined teachers' concerns about their training for using the iPads in the classroom. Participants were 7 teachers from a small, suburban, Catholic K-8 school who rated their lowest and highest concerns about using iPads in the classroom. Data sources included the Stages of Concern Questionnaire, Levels of Use observation rubric, and one-on-one interviews. Data analysis included open and axial coding for identification of themes and patterns. Results indicated teachers had little concern with gaining extra training on classroom time and organization and with conflicts between their interests and teaching responsibilities when integrating iPads. Results also indicated they had high levels of concern regarding developing working relationships with fellow faculty members to maximize the benefits of iPad training, as well as about receiving additional iPad training. Finally, results indicated teachers' concerns with acquiring more iPads for students, as well as acquiring greater network connectivity within the school. These results will aid administrators and designers with making positive changes to professional development that both improve and increase teachers' successful integration of mobile technology in their classrooms.
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