An Analysis of Teacher Effectiveness Related to Technology Implementation in Texas Secondary Schools

Autor/in	Kuyatt, Andrea
Titel	An Analysis of Teacher Effectiveness Related to Technology Implementation in Texas Secondary Schools
Quelle	(2013), (80 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas A&M University, Kingsville
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-9185-9
Schlagwörter	Hochschulschrift; Dissertation; Teacher Effectiveness; Surveys; Statistical Analysis; Scores; Teacher Attitudes; Teaching Methods; Instructional Effectiveness; Learner Engagement; Secondary School Students; Secondary School Teachers; Accountability; Academic Achievement; Correlation; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Survey; Umfrage; Befragung; Statistische Analyse; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Verantwortung; Schulleistung; Korrelation
Abstract	In the age of accountability, schools are struggling to reach every student to bring them up to the high academic standards mandated by the federal and state governments. Teachers must use research based strategies to help decrease the learning gap for all students (Kimmelman, 2006). While the use of technology to engage students is a popular tool, how teachers use the technology available to them may determine the effectiveness of lesson for the students. State assessment scores measure student success and the effectiveness of the instruction they are receiving. Technology may be a means to increase that effectiveness to reach more students to a deeper level of understanding. An analysis of variance was used to evaluate the data from surveys on the ways technology was used in the classroom and the level of implementation of use in the classroom. There was a statistical significance on test scores for teachers who used technology in the classroom and those who did not use technology. The study showed the teachers who implemented technology in their classrooms had lower scores than teacher who did not implement technology. The ability to implement technology in student lessons and the use of content standards with technology may change student engagement in the classroom (Harris & Hofer, 2011). This information could be significant in helping administrators determine successful instructional strategies for their schools. [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