Literaturnachweis - Detailanzeige
| Autor/in | Williams, Robert |
|---|---|
| Titel | Concerns of Socially Interactive Technologies' Influence on Students: Digital Immigrant Teachers' Perspectives |
| Quelle | In: Education, 141 (2021) 3, S.109-122 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1172 |
| Schlagwörter | Influence of Technology; High School Teachers; High School Students; Social Media; Teacher Attitudes; Computer Literacy; Alabama |
| Abstract | The purpose of this transcendental phenomenological study is to describe concerns of digital immigrant teachers concerning socially interactive technologies' influence on students at three high schools in Alabama. As the prevalence of social technologies is increasing, educators must understand how it is affecting students in order to instruct students and utilize technologies in an effective manner. Thus, a phenomenological study should inform teacher practitioners on how to address concerns and issues associated with socially interactive technologies in order to positively influence the learning environment. Ten teachers were selected from one private and two public high schools in Alabama. Data was collected through interviews, observations, and focus groups. Data was analyzed through transcendental analysis consisting of horizontalization, describing, classifying, and interpreting in order to develop themes; textural and structural descriptions were developed in order to determine the essence of the phenomenon. Findings included concerns of decreased communication skills, an increased need for instant gratification, a distraction to education, increased drama in the classroom, and decreased writing and spelling skills. (As Provided). |
| Anmerkungen | Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: https://projectinnovation.com/education |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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