A Case Study of High School Teachers' Technology Use through Social Studies Data Teams

Autor/in	Wilson-Cortez, Lauretta
Titel	A Case Study of High School Teachers' Technology Use through Social Studies Data Teams
Quelle	(2013), (156 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-1050-4
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Secondary School Teachers; Social Status; Teamwork; Program Improvement; Federal Programs; Educational Indicators; Educational Legislation; Federal Legislation; Teacher Collaboration; Qualitative Research; Teacher Attitudes; Technology Uses in Education; Technology Integration; Educational Change; Multiple Intelligences; Learning Theories; Developmental Stages; Systems Approach; Interviews; Meetings; Mentors; Barriers; High School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Sozialer Status; Educational indicato; Bildungsindikator; Bildungsrecht; Schulgesetz; Bundesrecht; Lehrerkooperation; Qualitative Forschung; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsreform; Intelligenz (Psy); Learning theory; Lerntheorie; Systemischer Ansatz; Interviewing; Interviewtechnik; Meeting; Tagung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Many schools placed under Program Improvement because they have not met the AYP requirements of the NCLB mandate are required to build in time during the school day for teachers' professional collaboration to improve their performance in the classrooms. A lack of research exists to explore how professional collaboration improves teaching and learning. This qualitative case study is an examination of teachers' perceptions of the value of professional collaborative time and the effectiveness of working together to integrate technology into their daily practice as part of a reform effort. The conceptual framework was Vygotsky's zone of proximal development, Gardner's multiple intelligences theory, and Senge's systems theory. Participants in the study were 6 high school teachers who had participated in data teams for 7 years. Data sources included 2 in-depth interviews with each participant and minutes for data team meetings. A combination of a priori and open coding was used to develop rich themes and patterns. Findings suggested that participants valued the professional collaboration they found in the data teams and were willing to follow a technology leader who mentored them as they adapted to new technologies. The teachers became dependent in using technology for lesson delivery and analyzing student data, but barriers prevented them from further technology integration or transitioning to student use of technology. Positive social change may occur as school leaders and district policy makers promote consistent time for teacher collaboration during the school day. [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