Literaturnachweis - Detailanzeige
| Autor/inn/en | Sorensen, Bret J.; Shepherd, Craig E.; Range, Bret G. |
|---|---|
| Titel | Implications for Educational Leaders as They Consider Technology Development |
| Quelle | In: Planning and Changing, 44 (2013) 1-2, S.73-86 (14 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0032-0684 |
| Schlagwörter | Technical Support; Teacher Aides; Questionnaires; Educational Background; Teaching Experience; Demography; Professional Continuing Education; Technology Integration; Technology Uses in Education; Employees; Career Development; Elementary Secondary Education; Occupational Surveys; Statistical Analysis |
| Abstract | This study examined the make-up and training of school technology assistants who directly help teachers to integrate technology in K-12 classrooms. Fifty-six respondents from one school district in the western United States completed a questionnaire about technology assistance they provide, whether they provide this assistance on a full or part time basis, and whether this assistance is part of their formal job responsibilities. They also described their educational background and training, teaching experiences, and other demographic information. We found that educational training varied little among formal and informal assistants. We also found most assistants rely on in-service and continuing education training to keep proficient in their field. We conclude this study by offering suggestions for future research regarding the informal professional development occurring in technology training and its role in more formal contexts. (As Provided). |
| Anmerkungen | Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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