Literaturnachweis - Detailanzeige
| Autor/in | Thomas-Williams, Wendy Marie |
|---|---|
| Titel | Secondary Mathematics Teacher Self-Efficacy in the Design and Implementation of Technology Enhanced Instruction: A Multiple Descriptive Case Study |
| Quelle | (2023), (114 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3797-2791-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Secondary School Teachers; Mathematics Teachers; Technological Literacy; Pedagogical Content Knowledge; Lesson Plans; Technology Integration; Teaching Methods; Self Efficacy; Teacher Attitudes; Faculty Development |
| Abstract | Negative beliefs about the use of educational technology, along with the lack of specific knowledge about how to incorporate technology, are preventing teacher integration of technology into daily instruction. The lack of solid teacher technological, pedagogical, and content knowledge skills (TPACK), that results in skillful and purposeful educational technology integration during instruction perpetuates what has been coined the "second digital divide"; this negatively affects secondary students' effective use of technology for academic advancement. The purpose of this qualitative multiple case study was to explore how teacher self-efficacy may be misaligned with the quality of design and implementation of technology-enhanced instruction in a secondary mathematics setting. The co?nceptual framework for this study is rooted in TPACK framework by Koehler and Mishra, and Puentedura's substitution, augmentation, modification, redefinition (SAMR) model. This study was conducted with five in-service secondary mathematics teachers. Data collection included lesson plans, video observation, postlesson enactment journal reflections, post-lesson interviews, and a math-specific technological, pedagogical and content knowledge survey. This study contributes three findings that oppose previous research results. One, teachers' positive self-perceptions of their TPACK skills is not a guarantee of high levels of TPACK skills development and implementation during instruction. Second, there were clear indications that participants articulated high levels of technological knowledge, though their observed and self-described implementation of technology-integration was distinctly at the level of substitution. Third, findings led to a proposed extension of the combined SAMR/TPACK frameworks. [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 |
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