A Case Study Exploring Technology Integration and Incorporation of 21st Century Skills in Elementary Classrooms

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Autor/in	Louis, Rebekah C.
Titel	A Case Study Exploring Technology Integration and Incorporation of 21st Century Skills in Elementary Classrooms
Quelle	(2012), (162 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-4033-9
Schlagwörter	Hochschulschrift; Dissertation; Educational Technology; Technology Uses in Education; Elementary Education; Learning Theories; Web Based Instruction; Social Theories; Elementary School Teachers; Technology Integration; Skill Development; Case Studies; Suburban Schools; Student Motivation; Teacher Attitudes; Student Participation; Teaching Methods; Knowledge Base for Teaching; Technological Literacy; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elementarunterricht; Learning theory; Lerntheorie; Web Based Training; Gesellschaftstheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kompetenzentwicklung; Qualifikationsentwicklung; Case study; Fallstudie; Case Study; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Schulische Motivation; Lehrerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Technisches Wissen; Master-Studiengang
Abstract	As the abundance and importance of technology continues to increase, schools are attempting to stay current by utilizing technology educationally. While the technology at many schools is plentiful, few teachers are able to effectively integrate technology in their daily lessons in a meaningful way, equipping students with the 21st century skills necessary for success in later education and in society. In elementary classrooms in particular, there is a dearth of knowledge on the most effective ways to integrate technology into lessons and how to incorporate technology to teach and reinforce 21st century skills. Therefore, teachers are left without the knowledge of how to utilize technology to create successful lessons that will engage students and best prepare them for their educational careers. This study focused on exploring different methods of integrating technology and addressing 21st century skills in elementary classrooms. Online learning theory and Vygotsky's socio-cultural theory provided a lens to explore the process through which students learn with and through technology in the current digital age. The main research questions guiding this research were: "In what ways do teachers in elementary schools integrate technology into their daily teaching?" and "In what ways do teachers in elementary schools address 21st century skills while teaching with technology?" These research questions were answered using data collected from a descriptive, embedded single-case study of the three elementary schools in a suburban school district in Central Massachusetts using teachers and teachers' classrooms as subunits of analysis. The findings demonstrated that students were motivated by the use of technology, depending on the type of technology and the degree of participation of students. Teachers believed that technology offered many benefits to students and teachers alike and allowed teachers to better reach more students. Teachers felt that the same methods of teaching utilized without technology apply to teaching with technology and that the activity or presentation of material in the lesson is just enhanced by technology. The findings also showed that teachers utilized technology in different ways during differing content areas depending on the type of activity, the teacher's comfort level with the type of technology and the teacher's comfort level with the subject area. Teachers learned about ways to utilize technology through self-teaching, collaboration, district training, and previous job positions. Lastly, the study showed that teachers had limited knowledge of 21st century skills and did not integrate these skills into daily lessons with forethought and planning through all content areas. [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