Literaturnachweis - Detailanzeige
Autor/in | Williams-Britton, Stephanie Melody |
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Institution | International Society for Technology, Education and Science (ISTES) Organization |
Titel | Teachers' Voices in One-to-One Technology Integration Professional Development Programs |
Quelle | (2021), (135 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
ISBN | 978-1-952092-11-4 |
Schlagwörter | Teacher Attitudes; Behavior Theories; Case Studies; School Districts; Faculty Development; Technology Integration; 21st Century Skills; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Laptop Computers; Teaching Methods; Academic Achievement; Teacher Administrator Relationship; Academic Ability; National Standards; Information Technology; Technology Uses in Education; Administrator Attitudes Lehrerverhalten; Case study; Fallstudie; Case Study; School district; Schulbezirk; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Laptop computer; Laptop; Computer; Digitalrechner; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen |
Abstract | School district administrators implement 1:1 programs into classrooms with the expectation to enhance students' academic abilities and promote 21st-century skills. The problem was pre-K-12 teachers' perceptions, practices, and professional development with the newly implemented 1:1 laptop device remained a fertile area of study. Utilizing teachers' voices in the implementation process of a 1:1 program was vital, as teachers are leading educational stakeholders integrating the devices into classroom instructions. A profusion of literature emphasized the positive impact of 1:1 technology usage in classrooms and educational stakeholders' views, but a gap in the literature concerning the paucity of research remained about teachers' voices in 1:1 programs. The theory of planned behavior (TPB) was the applied theoretical framework for this study. Using the TPB, administrators may obtain answers about teachers' perspectives, practices, professional training, and how 1:1 laptops are integrated into classroom instructions to promote students' success. The purpose of this qualitative instrumental case study was to explore pre-K-12 teachers' perceptions, practices, and professional development with newly implemented 1:1 laptop devices. A need for an exploration of how teachers' voices in a newly implemented 1:1 program can promote 1:1 program success prompted the study. A purposeful sampling of 14 certified teachers aided in data collection through an open-ended questionnaire, focus group, and individual face-to-face interviews. Data analysis utilized the content analysis approach to understand the data through coding and recognizing themes. Results from the study revealed teachers accepted 1:1 technologies in classrooms as necessary tools for enhancing students' academic abilities. Teachers utilized 1:1 laptop devices in different ways and expressed a need for teachers' voices, ongoing professional development, quality devices, and experienced technology support personals for the success of the implementation. [This book was edited by Ismail Sahin and Wilfried Admiraal.] (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |