Study of the Impact of Certified Staff Perception of Digital Citizenship upon Teacher Professional Development

Autor/in	Ashmeade, Lisa Ann
Titel	Study of the Impact of Certified Staff Perception of Digital Citizenship upon Teacher Professional Development
Quelle	(2016), (104 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas A&M University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-9048-4
Schlagwörter	Hochschulschrift; Dissertation; Citizenship; Teacher Certification; Faculty Development; Statistical Analysis; Qualitative Research; Familiarity; Technological Literacy; Technology Uses in Education; Technology Education; Pedagogical Content Knowledge; Media Literacy; Focus Groups; Classroom Techniques; Teacher Collaboration; School Support; Communities of Practice + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Staatsbürgerschaft; Statistische Analyse; Qualitative Forschung; Technisches Wissen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisch-naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Media skills; Medie competence; Medienkompetenz; Klassenführung; Lehrerkooperation; Schulförderverein; Community
Abstract	This record of study examines the relationship between certified staff personnel perception of digital citizenship and the impact upon professional development. Quantitative and qualitative data was used to examine responses to teacher familiarity with the concept of digital citizenship and status of teaching digital citizenship culminating with the analysis of how teachers help other teachers with digital citizenship skills and lessons. Using a coded and confidential survey of the participants resulted in minimal familiarity in the term digital citizenship. After a series of short professional development sessions using materials developed by Common Sense Media, familiarity increased. An added result was the increase in participant view of self as a technology user and an increase in the use of technology in the participants' classrooms. An interest in continuing professional learning was voiced by a small group of participants leading to a continuation of the study using a focus group. The group continued to meet to collaborate on uses of technology in the classroom, digital citizenship lessons and observations of skills needed by students. School administration further supported the study through the recognition of the participants' interest and need for continued professional development. [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