Дисертації з теми "Integrating technology in classrooms"
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Ritzenthaler, Mark D. "Integrating Technology into Classroom Instruction." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1245087949.
Повний текст джерелаAgent, 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/.
Повний текст джерелаSharma, 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.
Повний текст джерелаAl, 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.
Повний текст джерелаPHD
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.
Повний текст джерелаCovington, Robert Matthew. "Integrating Technology in the Classroom: Teacher Perspectives." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77316.
Повний текст джерелаEd. D.
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.
Повний текст джерелаMarkee, Lois J. "Technology Integration in Tennessee Twenty-first Century Classrooms." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2945.
Повний текст джерелаBurrell, 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.
Повний текст джерелаPhalen, 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.
Повний текст джерелаAl-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.
Повний текст джерелаJardim, Maria Dolores Rodrigues. "Implementing Technology for Science Classrooms in São Tomé and Príncipe." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/495.
Повний текст джерелаJacksin, Melonie Ann. "Integrating internet technology to support fraction instruction in the elementary classroon." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1704.
Повний текст джерелаLewis, 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.
Повний текст джерелаBuliva, 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/.
Повний текст джерелаHung, 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.
Повний текст джерелаSource: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Adviser: Martha Nyikos. "Title from dissertation home page (viewed June 18, 2007)."
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.
Повний текст джерелаEsta 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
Byrd, Nijia. "Technology-Based Professional Development for Teaching and Learning in K-12 Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4047.
Повний текст джерелаMashile, 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.
Повний текст джерелаMini Dissertation (MBA)--University of Pretoria, 2017.
sn2017
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
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.
Повний текст джерелаVan, 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.
Повний текст джерелаSigears, 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.
Повний текст джерелаMalz, Regina. "Special Education Teachers' Experiences Integrating Mobile Devices in their Classroom." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7695.
Повний текст джерелаBryant, 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.
Повний текст джерелаMcDaniel, 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.
Повний текст джерелаBiggs, 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.
Повний текст джерелаBiggs, 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.
Повний текст джерелаIn 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).
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.
Повний текст джерелаChildren 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.
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.
Повний текст джерелаPolak, 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.
Повний текст джерелаPerry, 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.
Повний текст джерелаOlivier, Louise. "Integrating motion media in the instruction of English literature : outcomes-based guidelines." Thesis, North-West University, 2009. http://hdl.handle.net/10919/71509.
Повний текст джерелаMohn, 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/.
Повний текст джерелаYemothy, Nicole Elizabeth. "Improving Educational Technology Integration in the Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/902.
Повний текст джерелаKebboua, 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.
Повний текст джерелаBrent, 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.
Повний текст джерелаAlthough 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.
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.
Повний текст джерелаMADDIN, ELLEN A. "FACTORS THAT INFLUENCE TECHNOLOGY INTEGRATION IN ELEMENTARY INSTRUCTION." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021931835.
Повний текст джерелаGustafsson, 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.
Повний текст джерелаLärare 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.
Willmann, Kerri Lynn. "Examining the Integration of Technology in the Early Childhood Classroom." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4114.
Повний текст джерелаMeyer, 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.
Повний текст джерелаPavlidis, Philip Michael. "Factors contributing to the integration of computer technology in classroom instruction." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1539618556.
Повний текст джерелаHastings, Tricia A. "Factors that Predict Quality Classroom Technology Use." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1257194863.
Повний текст джерелаVanni, Amanda. "The importance of integrating curriculum disciplines in middle school classrooms." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/AVanni2008.pdf.
Повний текст джерелаTweed, 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.
Повний текст джерелаOrlando, 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.
Повний текст джерелаSauls, 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.
Повний текст джерелаRamage, 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.
Повний текст джерелаCarlson, 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.
Повний текст джерелаThe 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.
Pepe, Theresa Marie. "Teacher Perceptions and Attitudes of Classroom Technology Integration Related to iPad Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1913.
Повний текст джерела