Barriers to Reducing the Digital-Use Divide as Perceived by Middle School Principals

Autor/in	Presby, Bob
Titel	Barriers to Reducing the Digital-Use Divide as Perceived by Middle School Principals
Quelle	(2017), (254 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Brandman University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-0003-9
Schlagwörter	Hochschulschrift; Dissertation; Middle Schools; Principals; Administrator Surveys; Administrator Attitudes; Qualitative Research; Phenomenology; Barriers; Access to Computers; Access to Information; Mass Media Role; Technology Integration; Active Learning; Change Strategies; Interviews; Faculty Development; Pedagogical Content Knowledge; Technological Literacy; Educational Practices; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Mittelschule; Mittelstufenschule; Principal; Schulleiter; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Aktives Lernen; Lösungsstrategie; Interviewing; Interviewtechnik; Pädagogische Kompetenz; Technisches Wissen; Bildungspraxis; Kalifornien
Abstract	Purpose: The purpose of this qualitative phenomenological study was to explore and describe the barriers to the integration of information and communication technology (ICT) to support active learning in the classroom as perceived by middle school site principals. Methodology: This was a qualitative phenomenological study using data collected from interviews. The participants in this study were 16 middle or intermediate school principals in Southern California. They answered interview questions about barriers to integrating ICT for active learning, strategies to reduce or eliminate the barriers, and how they determined ICT was being used for active learning. The results were analyzed to determine common themes. Findings: The findings indicated that the first-order barriers of funding to provide access to ICT and limited or ineffective professional development combined with the second-order barriers of teachers' lack of knowledge of ICT to support active learning activities and teachers' traditional teaching styles are significant. Principals have found that providing the technology to support ICT, professional development opportunities, and time for teachers to collaborate about the use of ICT for active learning activities are effective strategies for eliminating or reducing barriers to ICT integration. Conclusions: Principals are able to identify first- and second-order barriers to integrating ICT for active learning. The second-order barriers of teachers' knowledge and traditional teaching styles are much more difficult to reduce and require divergent approaches when compared to first-order barriers of funding for technology tools and professional development. The school site principal is in a unique position to identify and reduce these barriers. Recommendations: The researcher recommends that principals receive training in research-based ICT and active learning evaluative models and develop skills in creating school technology plans. Additionally, principals should work with their administrative teams to regularly observe classrooms to determine the frequency and effectiveness of active learning activities supported by ICT. [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