A Phenomenological Narrative of Teachers' Implementation of 1:1 Technology Integration Based on the SAMR Model

Autor/in	Patton, Djara Linn
Titel	A Phenomenological Narrative of Teachers' Implementation of 1:1 Technology Integration Based on the SAMR Model
Quelle	(2015), (130 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University - Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3397-3591-7
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; Technology Integration; Educational Technology; Technology Uses in Education; Mathematics Teachers; Science Teachers; High Schools; Secondary School Teachers; Interviews; Observation; Coding; Barriers; Faculty Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; High school; Oberschule; Interviewing; Interviewtechnik; Beobachtung; Codierung; Programmierung
Abstract	This phenomenological narrative study explored how teachers' implement 1:1 technology integration in the classroom based on the SAMR model as the theoretical framework. Participants were fully certified math and science teachers who had taught at the high school for at least two years. Data was gathered for this study based on face-to-face interviews and classrooms observations. The narratives were analyzed, categorized, and coded. The findings from this study may provide insight as to what level teachers were utilizing technology-driven instructional activities, what challenges were encountered during the integration of technology into the classroom, and what type of professional development was required in order to successfully implement technology-driven instructional activities at the various levels of the SAMR model. [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