Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools

Autor/in	Pattee, Andy
Titel	Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools
Quelle	(2012), (111 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Drake University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-6239-7
Schlagwörter	Hochschulschrift; Dissertation; Secondary School Teachers; Rural Schools; Public Schools; High Schools; Technology Uses in Education; Phenomenology; Semi Structured Interviews; Teacher Motivation; Lifelong Learning; Mentors + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Public school; Öffentliche Schule; High school; Oberschule; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Phenomenological psychology; Phänomenologie; Psychologie; Life-long learning; Lebenslanges Lernen
Abstract	Problem: A widening experiential gap of effective use of technology in K-12 schools between "digital immigrants" and "digital natives" (Prensky, 2001) is becoming more evident as digital natives become classroom teachers and showcase pedagogical strategies with digital technologies. There is a dearth of research on digital immigrants who effectively use of digital technology in teaching and learning in high school classrooms. Methods: Using a phenomenological (Creswell, 2007) approach to explore "lived experiences" (Van Manen, 1990) of secondary teachers who use technology effectively in their classrooms for teaching and learning. I conducted in depth semi-structured individual interviews with five digital immigrants who fit this description. Using purposive sampling (Bogdan & Biklen, 2007) participants were selected through nomination from their administrators. Data collection methods included verbatim transcriptions following each interview, sample lesson plans from each teacher, field notes, my reflexive journal, and member checks for data triangulation. Using open coding and recoding strategies (Strauss & Corbin, 1998) major themes and commonalities emerged from the data. The process of member checking and data triangulation ensured that participants' voice, experiences, and viewpoints were rich descriptions of their technology experiences. Findings: The participants' stories revealed four key themes that captured the essence of their effective technology experiences: (a) motivation for being an effective technology user, (b) identity as a life long learner, (c) learner focused pedagogy, and (d) effective mentorships. Conclusions: Participants focused on effective pedagogy as essential to student learning with technology as vehicle for instruction, not a stand-alone tool. They exhibited intrinsic motivation and enthusiasm for continuous learning. Recommendations: Teachers may benefit from district level professional development opportunities to collaborate and showcase effective classroom technologies, particularly in rural areas. Districts should increase administrative support for teacher use and exploration of digital technologies in order to pique curiosity, build skills, and increase motivation. [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	2017/4/10