Impact of Technology on Teaching and Learning Practices at High-Technology Use K-12 Schools: A Case Study

Autor/in	Flores, Raymond
Titel	Impact of Technology on Teaching and Learning Practices at High-Technology Use K-12 Schools: A Case Study
Quelle	(2015), (151 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Influence of Technology; Technological Advancement; Educational Practices; Elementary Secondary Education; Case Studies; Teaching Methods; Males; Single Sex Schools; Catholic Schools; STEM Education; High School Students; High Schools; Technology Integration; Technology Uses in Education; Thinking Skills; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Technological development; Technologische Entwicklung; Bildungspraxis; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Male; Männliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Katholische Schule; STEM; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Denkfähigkeit; Kalifornien
Abstract	The purpose of this qualitative study was to identify the impact of technology on teaching and learning practices in a high-technology use K-12 school. The school selected for this study is an all-male Catholic STEM high school located in Southern California. The school is building a reputation as one of the country's leading high schools for STEM education. The graduating class of 2014 maintains a 100% graduation rate as well as a 100% college acceptance rate. Moreover, 75% of the alumni retain a career in the STEM fields. There are two distinct programs that operate within the school including the academic program and a technology program. The academic curriculum exceeds the academic high school requirements for California as well as the admissions requirements for most Universities in the country. The technology curriculum is separate from the academic curriculum and provides a fully integrated project-based technology driven model that provides integrated coursework in one of five technology and engineering related fields. Every student participates in both the academic and technology curriculums. The distinct academic and technology programs provided the researcher a unique opportunity to identify how each program uses technology in the classroom, and the impact of the differing technology uses in teaching and learning practices. The findings indicate that the technology programs created student-centered learning environments that integrated technology into the project-based learning framework to create knowledge. This environment encouraged higher-order thinking skills that resulted in a transformation of teaching and learning practices. The academic programs incorporated teacher-centered learning environments that used technology to support direct instruction to increase student understanding of course content. By contrast, the academic program used technology to complete lower-order thinking tasks that resulted in an enhancement of teaching and learning practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01