A Phenomenological Investigation of Secondary Teachers Who Successfully Integrated Instructional Technology into the Curriculum

Autor/in	Williams, Patricia D.
Titel	A Phenomenological Investigation of Secondary Teachers Who Successfully Integrated Instructional Technology into the Curriculum
Quelle	(2013), (177 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas A&M University - Commerce
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-0266-0
Schlagwörter	Hochschulschrift; Dissertation; Technology Integration; Secondary School Teachers; Educational Technology; Technology Uses in Education; Teaching Methods; Capacity Building; Teacher Attitudes; Resilience (Psychology); Creativity; Innovation; Sustainability; Teacher Motivation; Phenomenology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Kreativität; Nachhaltigkeit; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	Learners of all ages must be able to navigate their 21st century global market place and be competitive in several aspects of their life. Learners must be able to solve complex problems, think critically, communicate, investigate, create and collaborate to thrive in a 21st century global market place. In order for this to occur in learning environments, educators must be prepared and willing to utilize 21st century digital tools and methods to facilitate student achievement. This generation of students has grown up in the digital age and is considered digital natives. This in turn requires teachers to become more versatile in their abilities to engage students in relevant and meaningful ways. Secondary teachers who successfully integrated technology found more success in facilitating students learning of and for 21st century skills. Instructional approaches that foster and cultivate 21st century skills are necessary and educators must be motivated and encouraged to incorporate these approaches into their learning environments. Consequently, the purpose of this study was to conduct an analysis of the factors that motivate secondary teachers and how those motivating factors pertained to building the capacity of teachers in technology rich environments. The intent was to investigate teachers' perceptions of technology integration that will foster a deeper understanding of the motivational factors necessary for improvement and pedagogical transformation. Results from this study yielded five overarching themes: (a) sustainable integration, (b) shared innovation, (c) motivators, (d) resilience, and (e) creative opportunity. The information collected in this study adds to the existing body of knowledge related to successful integration of instructional technology at the secondary level and factors that educators perceive as motivators to integrate technology. This research will be beneficial and relevant for school districts, administrators, and educators as they plan for 21 st century learning environments. [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