Evaluation of a Teacher Technology Training Program for Elementary Teachers in a Private School Setting: An Action-Oriented Dissertation

Autor/in	Bankirer, Nathaniel
Titel	Evaluation of a Teacher Technology Training Program for Elementary Teachers in a Private School Setting: An Action-Oriented Dissertation
Quelle	(2018), (88 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Fielding Graduate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-9495-2
Schlagwörter	Hochschulschrift; Dissertation; Program Evaluation; Teacher Education; Technology Education; Elementary School Teachers; Private Schools; Technology Integration; Action Research; Educational Planning; Program Implementation; Focus Groups; Educational Benefits; Continuing Education; Training Objectives + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Programme evaluation; Programmevaluation; Lehrerausbildung; Lehrerbildung; Technisch-naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Private school; Privatschule; Projektforschung; Bildungsplanung; Bildungsertrag; Weiterbildung; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	While teachers recognize the importance of technology integration into the classroom, they require training, support, and resources to do so effectively. This action research dissertation focuses on the resources necessary to provide teacher technology training at a private elementary school. It reports on the final evaluation stage of the collaborative planning and implementation of a teacher technology training program. Evaluative data were collected and analyzed through reflective focus groups to generate ideas about the benefits and challenges of the program, plus invoke recommendations for making programmatic improvements. Findings indicate that the training program that dedicated weekly continuing education, knowledgeable teacher trainers, and knowing the intended outcomes of the program prior to participating were strengths related to the training program. At the same time, the limited amount of dedicated time was a challenge for the program. An abundance of physical and technological resources as well as financial dedication towards technology and its training were found to be strengths of the training program, while the overemphasis on multiple technology touchpoints was a challenge for the training program. Findings indicate that having significant support from school administrators provided to the educators for technology training was a strength. However, providing technology for the sake of technology was a challenge. Implications of this study show that giving educators the means to provide open and honest feedback of technology training programs in educational institutions can strengthen the educational community and create educator buy-in to such training opportunities. Additionally, creating ongoing fluid systems for feedback allows technology training programs to adapt as the educational community and the training focal points evolve. [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