Organizational Support of Technology Integration in One School in Lebanon

Autor/in	Zgheib, Rosine S.
Titel	Organizational Support of Technology Integration in One School in Lebanon
Quelle	(2013), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Saint Louis University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-2754-1
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Technology Integration; School Support; Barriers; Performance Factors; Investigations; Educational Assessment; Database Management Systems; Information Systems; Courseware; Resource Allocation; Technology Uses in Education; Content Analysis; Position Papers; Strategic Planning; School Surveys; Technical Support; Faculty Development; Teacher Attitudes; Administrator Attitudes; Educational Practices; Observation; Lebanon + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Schulförderverein; Leistungsindikator; Untersuchung; Education; assessment; Bewertungssystem; Datenbanksystem; Lernsoftware; Ressourcenallokation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Inhaltsanalyse; Positionspapier; Strategy; Planning; Strategie; Planung; Lehrerverhalten; Bildungspraxis; Beobachtung; Libanon
Abstract	Technology has been at the center of heated debates in educational settings driving schools to compete for the best technological equipments. However, in Lebanon there is a lag in technology integration matching twenty first century advances. Several barriers related to teacher attitudes, lack of technical skills and organizational constraints to promote and support the integration of the new technologies could be resolved if leadership skills are exercised in the concerned areas. Therefore, it is essential to probe deeper into the reasons prohibiting effective technology integration in Lebanese schools. The purpose of this project was to investigate the reasons behind lack of effective technology integration in a private Lebanese school. The investigation's primary aim was to identify whether schools support technology through adoption of school-wide initiatives as course management systems, student information systems, curriculum mapping software, and other teaching software, and allocate time and resources to technology integration. Its secondary aim was to explore teachers' use of the above mentioned technologies and identify barriers for implementing them. In order to achieve its aims, the project used the LoTi Digital-Age Survey developed by Moersch to address technology integration from two perspectives: level of organizational support provided by the schools for technology integration, and use of technology by teachers. The results were used by individual teachers to develop their professional growth plans and by instructional leaders to assess their school-wide technology initiatives. The investigator triangulated the results generated by the LoTi survey with classroom observations and document analysis to confirm the results indicating the school instructional leaders' lowest priority for professional development is in infusion of contemporary technologies and allocation of resources, whereas teachers' highest priority is in enhancing student learning and creativity based on their LoTi level = 2, CIP = 4, and PCU = 3. The lack of a strategic plan to guide the teachers, outmoded hardware, lack of technical support, and inadequate training are among the reasons teachers do not use technology for enhancing student creativity and learning. [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