Literaturnachweis - Detailanzeige
| Autor/in | Mukhlis, Uday M.A. |
|---|---|
| Titel | A Qualitative Descriptive Study on the Implementation of New Technologies in Education |
| Quelle | (2018), (160 Seiten)
PDF als Volltext Ed.D. Dissertation, Grand Canyon University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4387-9292-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Educational Technology; Technology Uses in Education; Rural Schools; Technology Integration; Principals; Leadership Styles; Teacher Attitudes; Administrator Attitudes; Leadership Responsibility; Teacher Role; New York |
| Abstract | The use of instructional technology is an essential aspect for the education of the 21st century student. The purpose of this qualitative descriptive study was to explore how rural school leaders and teachers, in upstate New York, implement new learning technologies in the classroom to facilitate effective learning. Nine semistructured principal interviews examined the leadership style and implementation of technology from a leadership perspective. Three focus group consisting of five teachers were used to obtain a teacher's viewpoint on implementation and use of instructional technology in a classroom setting. These data sources were used to analyze two research questions. The first question was: How do rural school leaders implement new learning technologies in the classroom to facilitate effective learning? The second research question was: How do rural school teachers use new learning technologies in the classroom to facilitate effective learning? These research questions were designed with the theoretical foundation of transformational versus transactional leadership and information communication technology (ICT) in mind. Thematic analysis through the use of NVivo software was used to identify codes and ultimately themes from the data. The main themes collected from the data: Principal leadership style, principal-led classroom technology integration, teacher-led classroom technology integration, teacher professional development and school demographics. The results of this study indicate that there must be effective professional conversations between educators that is without judgement and facilitated by principals that supports the use of collaboration within a transformational leadership model for the effective use of instructional technology in the classroom. [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 |
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