Exploring Perceptions of Access to Technology: An Assessment of Teaching and Learning at a Southeastern Title I Rural High School

Autor/in	Glover, Sandra Burgess
Titel	Exploring Perceptions of Access to Technology: An Assessment of Teaching and Learning at a Southeastern Title I Rural High School
Quelle	(2011), (183 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Cambridge College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-6200-1
Schlagwörter	Hochschulschrift; Dissertation; Rural Schools; Poverty; Access to Computers; Educational Technology; Technology Uses in Education; High Schools; Teacher Attitudes; Administrator Attitudes; Technology Integration; Program Effectiveness; Academic Achievement; Language Arts; Mathematics; Scores; At Risk Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Armut; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; High school; Oberschule; Lehrerverhalten; Schulleistung; Sprachkultur; Mathematik
Abstract	Disparities in student achievement, engagement and retention have historically existed between technology-rich schools with more affluent students and schools with less access to technology and less-privileged students. This study explores how a community-based change initiative was used to enhance the access and use of technology in a high poverty rural high school. The purpose of the study was to explore the process of change in three areas. First, the research was conducted to acquire an understanding of administrators and teachers' perceptions of the processes involved in the infusion of technology at the school. Second, the study sought to acquire an understanding of administrators and teachers' perceptions of the influences of technology infusion on student achievement. Third, the research was conducted to identify changes in student performance on the High School Assessment program (HSAP) examination in the core academic areas of English language arts and mathematics in relation to the infusion of technology into the curriculum. A case study research design was used to focus the data collection and analyses necessary to evaluate outcomes of the infusion of technology into the curriculum at a southeastern Title I rural high school that was organized as a small learning community. This case study was guided by the central question: How do administrators and teachers perceive and describe the infusion of technology at the school? Data were collected through interviews, classroom observations, focus group discussions, and document analysis of performance data for 2002-2003 through themes from participant perceptions and results of document analysis. There were three sets of findings: First, the findings highlighted benefits for students in terms of improved attendance rates, graduation rates, and HSAP scores in English language arts and mathematics. Second, the findings indicated benefits derived by the school in terms of achievement of Adequate Yearly Progress (AYP) objectives and improved school ratings. Third, the findings suggested shared perceptions of positive change for both teachers and learners after the concerted effort to infuse technology in the classroom. The lessons learned about the process of change at a Title I high school are significant because of the policy implications for addressing disparities in the access and the utilization of technology to enhance learning in less affluent schools. [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