A Hermeneutic Phenomenological Exploration of the Impact of Technology on the Collaborative Practices of Rural Middle School Teachers

Autor/in	Dailey, Kimberli Simmemon
Titel	A Hermeneutic Phenomenological Exploration of the Impact of Technology on the Collaborative Practices of Rural Middle School Teachers
Quelle	(2017), (204 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-7203-4
Schlagwörter	Hochschulschrift; Dissertation; Rural Schools; Middle School Teachers; Hermeneutics; Teacher Collaboration; Faculty Development; Qualitative Research; Computer Mediated Communication; Social Networks; Surveys; Interviews; Teacher Attitudes; Communities of Practice; Journal Writing; Educational Practices; Phenomenology; Reflective Teaching; Information Technology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Hermeneutik; Lehrerkooperation; Qualitative Forschung; Computerkonferenz; Social network; Soziales Netzwerk; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Lehrerverhalten; Community; Zeitschriftenaufsatz; Bildungspraxis; Phenomenological psychology; Phänomenologie; Psychologie; Informationstechnologie
Abstract	This qualitative study described the impact of collaboration and technology-based communication on the professional experiences of rural middle school classroom teachers. A hermeneutic phenomenological approach was used to determine if technology-based tools, such as online discussion boards, email, social networking sites, and short message service (SMS) texting has made an impact on instructional collaboration for rural middle school teachers. The theory guiding this study was connectivism (Siemens, 2005) as it addresses the concept that in the digital age knowledge is stored outside the learner and distributed knowledge as it relates to the connections formed between individuals and/or networks (Downes, 2005, 2010). Data collection methods included surveys, individual interviews, focus group interviews, and electronic journaling to provide insight into teacher professional communities and reflective practice. Data analysis was achieved through the use of the hermeneutic circle and followed van Manen's approach. The results of this study indicated teacher collaboration was important for professional growth and the use of technology makes teacher collaboration more efficient. The hermeneutic phenomenological approach utilized in this study provided rich details to add to the body of research concerning teacher collaboration and the utilization of technology by teachers to give and seek professional support. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01