Literaturnachweis - Detailanzeige
| Autor/in | MacDonald, Tammy L. F. |
|---|---|
| Titel | A Case Study Exploring Educator Perceptions of Mobile Learning Technologies in Professional Development |
| Quelle | (2017), (145 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-3555-5035-1 |
| Schlagwörter | Hochschulschrift; Dissertation; Telecommunications; Handheld Devices; Educational Technology; Technology Uses in Education; Teacher Attitudes; Faculty Development; Technology Integration; Elementary School Teachers; Administrator Attitudes; Texas |
| Abstract | Mobile learning (m-learning) has the potential to change how teachers collaborate, communicate, and interact with each other, either synchronously or asynchronously. In a technologically sophisticated world, there is a need to identify what the expectations are for teachers to use m-learning in their instructional practices so that professional development can be tailored to fit their needs. Professional development is critical when introducing any new instructional method and technology into pedagogical practices, but teachers will not fully implement technology into their classroom if the professional development is a one-size-fits-all format and the instructional level of the staff development is not at the teachers' application level. There appears to be a disparity between what teachers expect from their professional development and what the district level expects teachers to do with course offerings. Teachers and district-level administrators involved in professional development have had different perceptions of what type of professional learning workshops are most beneficial to increase teacher implementation of new instructional technology, specifically with the use of MLS. This qualitative single-case study explored the effects that professional development had on both teachers and district-level administrators' perceptions for the use of mobile technologies as a form of m-learning on a K-4 elementary campus in Sherman, Texas. A purposeful sample of K-4 elementary teachers assigned to the research setting, an elementary public school in Sherman, Texas, were solicited, as well as district-level administrators involved in the design and application of professional learning. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
