Teacher Perceptions of Pedagogical Change Using 1:1 Chromebooks in Classrooms

Autor/in	Adams, Brunetta
Titel	Teacher Perceptions of Pedagogical Change Using 1:1 Chromebooks in Classrooms
Quelle	(2022), (81 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Nova Southeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-3637-7
Schlagwörter	Hochschulschrift; Dissertation; Educational Change; Teaching Methods; Teacher Attitudes; Laptop Computers; Technology Uses in Education; Computer Assisted Instruction; Technology Integration + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Laptop computer; Laptop; Computer; Digitalrechner; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computer based training; Computerunterstützter Unterricht
Abstract	This study examined teacher perceptions of pedagogical change while using 1:1 Chromebooks in their classrooms. With effective professional development and implementation of 1:1 Chromebooks to meet the needs of 21st century learners, technology was integrated to allow students to collaborate, explore, inquire, and supply opportunities for students to engage in higher order thinking and activities. In this study, teachers' perceptions of pedagogical change varied. With a focus on self-organized group of teachers on Facebook, the researcher examined teacher perceptions and how these impacted pedagogy when delivering instruction using 1:1 Chromebooks. Increase usage of Facebook as a teaching tool and teacher resource had been an essential paradigm shift that allowed teachers to integrate technology into their classroom instruction to effectively support student achievement and content mastery. The analysis of data provided results of teacher perceptions of pedagogical change and how it impacted instruction while using 1:1 Chromebooks in a self-organized group of teachers on Facebook. The data provided information about teaching practices as it related to constructivist teaching instruction and passive teaching instruction. Teacher constructivists embraced the integration of 1:1 Chromebooks and the self-organized learning group on Facebook into their daily classroom instruction. Passive teaching practices, although trained on how to integrate technology into instruction, were being replaced by new methods of delivery through technology and new teacher learning platforms. This study benefitted teachers, administrators, and students as student achievement was a focus of 1:1 Chromebooks in classroom instruction and as the district implemented technology foundations to instruction. This research intended to inform and influence public school educators and included teachers, school leaders, district administrators, state departments involved in public education, and state policy makers. The results showed an increased proficiency and interest in teachers using Facebook as a resource for teaching and implementing technology in the classroom. [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	2024/1/01