Literaturnachweis - Detailanzeige
| Autor/in | Depietro-Covey, Kathleen Elizabeth |
|---|---|
| Titel | Northeast Pennsylvania Teachers' Self-Reported Adoption of Technology Integration: A Qualitative Comparative Case Study |
| Quelle | (2023), (193 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-0287-7 |
| Schlagwörter | Hochschulschrift; Dissertation; Teacher Attitudes; Computer Attitudes; Technology Integration; High School Teachers; Technological Literacy; Pedagogical Content Knowledge; Teaching Methods; Conventional Instruction; Self Efficacy; Readiness; Faculty Development; Pennsylvania |
| Abstract | Twenty-first century skills such as critical thinking and problem solving, collaboration, communication, and creativity, prepare students for college and careers. When high school teachers fail to adopt and integrate technology in the core content area, students are at risk of not obtaining these necessary skills. This objective of this study was to address the research problem of the high school teachers' failure to fully adopt and integrate technology into the core content areas resulting in low college and career readiness skills. The purpose of this qualitative comparative case study was to understand this problem by investigating the high school teachers' lived experiences through both self-report and actual applications within the technology-enhanced classroom at two high schools in the same district in Northeastern Pennsylvania with significantly different failing career benchmark proficiency rates. Purposive and snowball sampling were used to recruit seven high school teachers to participate in semi-structured interviews, "TPACK-Deep Scale" online survey, and classroom observations. Utilizing the TPACK framework and Bandura's self-efficacy theory, findings revealed participants relied heavily on traditional teaching methods, such as lecture, regardless of the available technology within each high school. Participants differed in the interpretation of the meaning of technology integration in the content area, lacked readiness to adopt and integrate technology in the content area, and lacked confidence in themselves and building administration in regard to technology equity and availability, technology support, and implementation of technology policy and procedures. These results indicate the need to provide teachers with professional development opportunities and building-level support that address self-efficacy, confidence levels, and willingness to adopt and integrate technology in the core content area. [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 | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
