A Mixed Methods Case Study of the Levels of Interactive Whiteboard Use by K-12 Teachers

Autor/in	Thomas, Jo Ann
Titel	A Mixed Methods Case Study of the Levels of Interactive Whiteboard Use by K-12 Teachers
Quelle	(2014), (130 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Old Dominion University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3039-9712-9
Schlagwörter	Hochschulschrift; Dissertation; Mixed Methods Research; Elementary School Teachers; School Districts; Interactive Video; Educational Technology; Visual Aids; Case Studies; Teacher Evaluation; Teacher Attitudes; Positive Attitudes; Teaching Methods; Cooperation; Teacher Surveys; Demography; Technology Uses in Education; Observation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School district; Schulbezirk; Interaktives Video; Unterrichtsmedien; Anschauungsmaterial; Case study; Fallstudie; Case Study; Teacher appraisal; Lehrerbeurteilung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation; Demografie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Beobachtung
Abstract	The growing presence of educational technology in our nation's K-12 schools has had little effect on teacher practices to enhance student learning (Once, Delialioglu, & Brown, 2008). Sophisticated levels of educational technology use are believed to influence student learning (Hall, Loucks, Rutherford, & Newlove, 1975) yet research on effective levels of use is almost non-existent. The Concerns Based Adoption Model (CBAM) assesses a teacher's level of educational technology use across eight stages, ranging from the lowest level of nonuse to the most sophisticated level where the teacher's technology implementation utilizes instructional strategies to support knowledge building, reflection, and goal setting. Prior studies indicate that higher CBAM levels are linked to enhanced pedagogical change and increased positive attitudes for teachers (Hutchison & Reinking, 2011; Lee, 2010), as well as more effective instructional strategies and collaborative classrooms (Hall et al., 1975; Somekh et al., 2007). Instructional settings incorporating these success elements also show equal conversation from both teachers and students (Beauchamp & Kennewell, 2010), the analysis of which can be facilitated with the Flanders Interaction Analysis Matrix (Flanders, 1961b). Guided by the Concerns-Based Adoption Model and modified Flanders Interactive Analysis Categories, this study explored the use of Interactive Whiteboards in one school district of 427 K-12 teachers. Approximately one-half the district's classroom teachers completed a three-part survey which collected demographic data, assessed attitudes toward Interactive Whiteboards, and determined a self-reported level of technology use in their classrooms. Results show that despite positive attitudes, the district's teachers use Interactive Whiteboards at a level that does not yet consider student achievement. Observations of 23 classroom teachers in the same district validated the survey findings. [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