Mixed Method Study: Exploring the Use of Educational Technology Tools in K-12 Classrooms

Autor/in	Laliberte, Tonya R.
Titel	Mixed Method Study: Exploring the Use of Educational Technology Tools in K-12 Classrooms
Quelle	(2009), (234 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-1536-4
Schlagwörter	Hochschulschrift; Dissertation; Constructivism (Learning); Technology Integration; Educational Practices; Educational Technology; Learner Engagement; Classroom Techniques; Teaching Methods; Barriers; Questionnaires; Teacher Attitudes; Influences; Technology Uses in Education; Teacher Behavior; Inservice Teacher Education; Teacher Leadership; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungspraxis; Unterrichtsmedien; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Lehrerverhalten; Influence; Einfluss; Einflussfaktor; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teacher behaviour; Lehrerfortbildung; Lehrerfunktionsstelle
Abstract	Successful implementation of educational technology is reliant upon constructivist teaching practices. Using technology in the classroom is a method used to make the shift from traditional methods of instruction to more constructive-compatible instruction. Methods of learning including technology integration are a relatively new mode of instruction. Change in educational practices is fundamental to overall student success. This mixed method study was designed to explore how teachers integrate educational technology tools for active engagement among students. The study also examined what techniques and methods technologically proficient teachers use for active engagement among students, and examined the barriers associated with technology integration. Using a mixed questionnaire, data illustrated that teachers studied are in need of additional resources and professional development for effective and seamless integration of instructional technology into the curriculum to promote active engagement for students. Forty-eight elementary, intermediate, middle, and high school teachers in Keller, Texas completed the questionnaire. Data were analyzed using triangulation of holistic, qualitative, and quantitative data. Teachers who are comfortable using technology are more likely to integrate technology into their curriculum. Additionally, teachers who see added benefits and higher levels of student engagement are more apt to integrate technology frequently. Administrators should not overlook the teacher leaders within a building in its effort to improve student learning and achievement. [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	2017/4/10