Дисертації з теми "Impact of ICT on professional development"
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McDonald, Lynette S. "How professional development impacts on experienced teachers' perceptions of their ICT practices." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87223/1/Lynette_McDonald_Thesis-1.pdf.
Повний текст джерелаMohammad, Hasibah. "Understanding the impact of a reflective practice-based continuing professional development programme on Kuwaiti primary teachers' integration of ICT." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15932.
Повний текст джерелаDavies, Michael J. "An exploration of the impact of continuing professional development (CPD) in information and communication technology (ICT) on primary school practice." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430366.
Повний текст джерелаMushayikwa, Emmanuel. "An investigation of the perceived impact of ICT on the self-directed professional development of Zimbabwean A-level science and mathematics teachers." Thesis, University of York, 2005. http://etheses.whiterose.ac.uk/9876/.
Повний текст джерелаPark, Melanie Lynn. "Middle School Teachers' Professional Development Needs for ICT Literacy Integration." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2751.
Повний текст джерелаPodhraški, Ivan Edward. "The professional development of teachers' classroom use of ICT through mentoring." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494623.
Повний текст джерелаBankole, Felix Olubisi. "Investigating the impact of ICT investments on human development." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11873.
Повний текст джерелаIncludes bibliographical rereneces (leaves 114-128).
In the last two decades, the worldwide information and communication technology (ICT) market has been growing at a rapid rate. This has led to the global net increase in ICT usage and investments. International organizations, ICT vendors, policy makers have been trying to determine if such huge investments are worthwhile. However, the result regarding this issue is inconclusive, for this research area is fraught with complexity and existing empirical study is limited. Investigating the impact of ICT investments on human development requires appropriate methods that can provide a deeper understanding and which are based on IS perspective theory. Of particular importance are different aspects of ICT investments and the components of human development. For example, ICT investments consist of four aspects namely hardware, software, internal spending and telecommunication investments while human development components are GOP, literacy rates and life expectancy rates. If these variables are not modelled correctly, their effect on each other can be either under- or overestimated and the appropriate level of impact is therefore required.
James, Martin Barrie. "State of the nation : a comparative analysis of teacher professional development with ICT between ICT PD clusters and non-ICT PD schools : research project." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2803.
Повний текст джерелаBurstow, Robert John. "The actuality of continuing professional development : ICT and change in one secondary school." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434323.
Повний текст джерелаBrooks, Diane Barbara. "To go from murkiness to clarity: How do course members perceive the teacher’s role in an online learning environment?" Thesis, University of Canterbury. Languages and Arts in Education, 2010. http://hdl.handle.net/10092/4203.
Повний текст джерелаDuvall, Stuart. "Building ICT capacity by design: A community of practice approach for teacher professional development." Thesis, Duvall, Stuart (2019) Building ICT capacity by design: A community of practice approach for teacher professional development. Professional Doctorate thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/53649/.
Повний текст джерелаLeung, Kin Ping. "Effects of Professional Development on Teachers' Integration of ICT in Teaching in Hong Kong." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/16079/3/Kin_Ping_Leung_Thesis.pdf.
Повний текст джерелаLeung, Kin Ping. "Effects of Professional Development on Teachers' Integration of ICT in Teaching in Hong Kong." Queensland University of Technology, 2004. http://eprints.qut.edu.au/16079/.
Повний текст джерелаDiBiase, Deborah. "Formative Assessment Professional Development| Impact on Teacher Practice." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621976.
Повний текст джерелаWith increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to inform their instruction have shown promising results in student achievement gains (Wiliam & Thompson, 2007). Extensive teacher professional development is needed, however, to instill a change in teacher practice needed to successfully employ formative assessment resulting in improved student achievement (Trumbull & Lash, 2013; Wiley & Heritage, 2010).
The purpose of this study was to determine the relationship between Linking Learning and Assessment professional development (including online training modules and communities of practice) as well as other forms of professional development on formative assessment and resulting self-perceived teacher practice, and what aspects of the professional development teachers found meaningful in improving their practice.
This study utilized a mixed-methods design. A questionnaire was administered to middle level educators (N=82) throughout the state followed by a focus group interview (N=5). Quantitative data analysis consisted of descriptive statistics, correlations, Anova, and t-tests. Qualitative data were obtained through open-ended questions and the focus group. Content analysis was conducted to analyze the qualitative data obtained through the focus group interview and the open-ended questions on the questionnaire.
A major finding of this study is that most teachers are in the early stages of implementing the formative assessment process and have begun to realize the power of formative assessment. Those who have had ongoing and intensive training have begun to see meaningful changes in their practice. Professional development found to be most meaningful to teachers includes: collaboration, active learning opportunities and coherence. In addition, teachers expressed the need for professional development to be differentiated to meet their individual needs.
The results of this study may serve to inform teachers, administrators, districts and state departments of education when developing and implementing professional development in general as well as professional development on formative assessment.
Moriss, Andrew David. "Giving pupils licence to lead : supporting teachers' continuing professional development in the use of ICT." Thesis, University of East London, 2017. http://roar.uel.ac.uk/6399/.
Повний текст джерелаPrestridge, Sarah. "Models of Teacher Information and Communication Technologies (ICT) Professional Development that Empower Multiliterate Classroom Practices." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/367437.
Повний текст джерелаThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Faculty of Education
Full Text
Dawes, Lyn. "The National Grid for Learning and the professional development of teachers : outcomes of an opportunity for change." Thesis, De Montfort University, 2001. http://hdl.handle.net/2086/4151.
Повний текст джерелаSchols, Maurice. "Continuing technology professional development : a technology learning preferences instrument to support teacher educators' workplace learning." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/continuing-technology-professional-development(07a1731f-420f-42ed-af16-7956aeea8eda).html.
Повний текст джерелаWong, K. L. "The impact of professional development on stress in teaching." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35711826.
Повний текст джерелаChiu, Siu-hong. "The impact of learning study on teachers' professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35669962.
Повний текст джерелаWong, K. L., and 黃家麟. "The impact of professional development on stress in teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35711826.
Повний текст джерелаChiu, Siu-hong, and 趙少康. "The impact of learning study on teachers' professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35669962.
Повний текст джерелаAlbrecht, Nancy Marie Richard. "University faculty collaboration and its impact on professional development /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.
Повний текст джерелаSampsell, Jacquelyn Scipper. "Evaluating the impact of a Biology I professional development series." Diss., Mississippi State : Mississippi State University, 2005. http://library.msstate.edu/etd/show.asp?etd=etd-04052005-070342.
Повний текст джерелаStaheli, Michael Chad. "The Principal’s Impact on the Success of Mathematics Professional Development." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8632.
Повний текст джерелаEdwards, Tracy R. "Examining the impact of online professional development on teacher practice." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721802.
Повний текст джерелаThe purpose of the research was to explore the experiences of a group of 3 ELA teachers as they participated in online professional development using a social learning network. Utilizing case study methodology, the researcher examined how an online social learning network could be used to impact instructional practices amongst ELA teachers participating in hybrid professional development during implementation of a writing curriculum. Employing social constructivism as the dominant framework for analysis, the researcher explored the extent to which professional development delivered online combined with face-to-face supports impacted teacher instructional practices in the classroom.
The researcher examined teachers’ actual online behaviors by using data captured by the online social network and compared this to teachers’ self reports of impact and use, concluding that online professional development, delivered through a social learning network was effective in impacting teachers’ classroom instruction.
Findings indicate that in order to be effective, professional learning should emphasize the learning of content and pedagogy and how technology can enhance instructional practices. Features of the online social learning network utilized more frequently were those that enhanced teachers’ goals around writing instruction. The online social learning network was also found to include several aspects of Community of Practice, resulting in the sustained use and integration of the online social learning network for instructional purposes. Factors such as convenience, flexibility and ubiquitous access to resources and peers were cited as benefits to participating in hybrid professional development models.
Kannenberg, Elisabeth S. "The Impact of Common Core Professional Development on Teaching Practices." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/90.
Повний текст джерелаWright, Chantea Renee. "Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/90779.
Повний текст джерелаDoctor of Education
Professional development (PD) is a tool that provides educators additional training to meet the needs of today’s students. A more in-depth look into teacher feelings of PD and its effect on student learning was examined. This dissertation examined teacher perceptions and their impact on PD topics and delivery methods and its impact on changes in instructional practices and student achievement. Two-Hundred and seven educators from one rural, suburban, and urban Virginia high school were requested to participate in this study. The findings relative to the sample size suggest that overall PD is impactful on instructional practice and student achievement and that technology integration, followed by student learning styles has the most effect. Various professional learning activities may offer a means of impacting instruction and student achievement. Findings also suggest that if policymakers and school leaders want to impact instruction and student achievement, they must be intentional in delivering PD hours towards actions that will provide positive outcomes for instruction and highest results for student achievement. PD must be sustained, on-going, job-embedded learning experiences. This study provides educational leaders with a teacher perspective on the impact of PD on instructional practice and student achievement.
Duncan-Howell, Jennifer. "Online communities of practice and their role in the professional development of teachers." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16512/1/Jennifer_Duncan-Howell_Thesis.pdf.
Повний текст джерелаDuncan-Howell, Jennifer. "Online communities of practice and their role in the professional development of teachers." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16512/.
Повний текст джерелаBirks, Peter. "An investigation into a school-based ICT PD program." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16099/1/Peter_Birks_Thesis.pdf.
Повний текст джерелаBirks, Peter. "An investigation into a school-based ICT PD program." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16099/.
Повний текст джерелаGraham, Frances. "It's not about the technology : patterns of teachers' ICT skills and classroom usage 1999-2003 : research report." Thesis, University of Canterbury. Christchurch College of Education, 2005. http://hdl.handle.net/10092/3155.
Повний текст джерелаBurgan, Owen T. S., and burgan@internode on net. "Helping teachers surf the Information and Communication Technology tsunami." Deakin University, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040423.163355.
Повний текст джерелаBrutsman, Jane Mary. "District-level professional development the impact on beginning teacher implementation practices /." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1216741961&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Повний текст джерелаFung, Lo Mun-ling, and 馮廬敏玲. "Understanding teachers' professional development: the impact of the target oriented curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29790906.
Повний текст джерелаWatson, Steven. "The impact of professional development on mathematics teachers' beliefs and practices." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27744/.
Повний текст джерелаFung, Lo Mun-ling. "Understanding teachers' professional development the impact of the target oriented curriculum /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22401040.
Повний текст джерелаMorgan, Donna T. Hamblin. "The Impact of Job-Embedded Professional Development Coaches on Teacher Practice." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1755.
Повний текст джерелаLee, Theodore Tai Hoi. "Professional development of ICT integration for secondary school teachers in Hong Kong towards a peer support enhanced model /." The University of Waikato, 2007. http://hdl.handle.net/10289/2595.
Повний текст джерелаNecejauskaite, Zivile. "Evaluating Donor-Funded ICT Projects : How Significant is Western-Centrism?" Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41246.
Повний текст джерелаSethi, Ahsan. "The impact of postgraduate qualifications in medical education." Thesis, University of Dundee, 2016. https://discovery.dundee.ac.uk/en/studentTheses/2d54dc4a-5be0-4ec3-9871-0e57b1523c46.
Повний текст джерелаMammo, Fassil. "The impact of information and communication technology on people with intellectual disabilities: naratives of professional caregivers." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-29275.
Повний текст джерелаJones, Dawn Anita. "Teachers' professionalism, self-identity and the impact of continuing professional development (CPD)." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/615916/.
Повний текст джерелаBryan, Nellie Ren Hewitt Day Barbara. "Impact of instructional technology professional development on teaching practice and student performance." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1737.
Повний текст джерелаTitle from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education Curriculum and Instruction." Discipline: Education; Department/School: Education.
Ganza, William John. "The Impact of Online Professional Development on Online Teaching in Higher Education." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/345.
Повний текст джерелаLopez, J. "Impact of an online EdD programme on personal development and professional practices." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3009510/.
Повний текст джерелаShumack, Kellie Ann. "Professional development in business education status, needs, motivators, and impact on instruction /." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-10222007-182020.
Повний текст джерелаSpence, Crystal Joy. "Impact of Professional Development in Response to Intervention on Secondary Teachers' Efficacy." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2176.
Повний текст джерелаPete, Elizabeth. "Online Training Impact on Adjunct Faculty Compliance and Satisfaction With Professional Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2041.
Повний текст джерела