Case Study: Elementary School Teachers' Attitudes toward Utilization of Technology

Autor/in	Ogden, Marissa A.
Titel	Case Study: Elementary School Teachers' Attitudes toward Utilization of Technology
Quelle	(2016), (146 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-3704-2
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Teacher Attitudes; Technology Uses in Education; Case Studies; Qualitative Research; Classroom Environment; Program Implementation; Performance Factors; Interviews; School Support; Technical Support; Faculty Development; Educational Resources; Educational Technology; Change Strategies; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Case study; Fallstudie; Case Study; Qualitative Forschung; Klassenklima; Unterrichtsklima; Leistungsindikator; Interviewing; Interviewtechnik; Schulförderverein; Bildungsmittel; Unterrichtsmedien; Lösungsstrategie; Kalifornien
Abstract	Education in the United States is failing the students. American education is failing largely because education is often taught with ineffective teaching methods as well as many of today's teachers not finding technology important or necessary in the classroom curricula. The purpose of this qualitative, exploratory multiple case study is to attempt to identify the factors that influence teachers' implementation of interactive whiteboards and teachers' attitudes toward technology in classrooms in one small school district in the East Bay Area, of Northern California. The focus of this study will be on teachers' attitudes toward technology and the way interactive whiteboard technology are utilized in the classroom. The thirty-nine interview participants for this study included teachers from each grade, kindergarten through fifth grade, from several of the different elementary schools located in the Northern California School District. The participants were elementary teachers who have worked in this district for at two years. One key result from the research is that the district is not enabling their teachers to handle the new technologies by offering classes or professional development opportunities. The findings revealed that the teachers employ the IWB in the classroom and that the concept of the IWB being beneficial is understood by teachers, however, the lack of maintenance and training leave teachers without necessary resources to employ the IWB to its full potential and utilization. In light of these findings, it is recommendations of this study for the future that further studies be performed in other northern California districts to review how other districts handle interactive whiteboards 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01