Literaturnachweis - Detailanzeige
| Autor/in | Kempton, Caitlin Cassen |
|---|---|
| Titel | Teacher Perspectives of Strategies for Effective Technology Integration in the Post-Pandemic Classroom: A Qualitative Case Study |
| Quelle | (2023), (125 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3797-2205-0 |
| Schlagwörter | Hochschulschrift; Dissertation; COVID-19; Pandemics; Students with Disabilities; Technology Integration; Educational Technology; Technological Literacy; Teacher Competencies; Elementary Secondary Education; Teacher Attitudes; Self Efficacy; Public Schools; Ohio (Cleveland) |
| Abstract | The COVID-19 pandemic changed teachers' lesson delivery and students' learning approaches. This shift resulted in significant challenges in integrating technology in the post-COVID-19 classroom. The need for teachers' guidance in using technology to enhance learning in the classroom is significant. The following questions were answered in this study: (1) What skills do educators need to integrate technology effectively into their teaching practice in a post-pandemic classroom, and (2) What strategies are necessary to support teachers' technological skills after the return to in-person learning? A qualitative case study was used to examine strategies to promote skills educators need to integrate technology with the return to in-person learning post-COVID-19. The theoretical framework that guided this study was technological pedagogical content knowledge. This framework offers a new level of expertise in the pedagogy and content of technology. The study included 10 K-2 classroom educators from public schools in Cleveland, Ohio. Six key themes emerged after conducting an open-ended questionnaire and semi-structured interviews. The themes included: a balance of the how and why of integrating technology, access and exposure to programs, technology is the future, consistency in technology training, value of time, and building team and colleague collaboration. The results provided a clear picture of educators' perceptions of skills and strategies for technology integration. The transcripts revealed that even after the pandemic, public schools still require a balance of support and training to integrate technology effectively. The implications of the results and recommendations for future practice include that administrators need to provide resources to increase educators' motivation to integrate technology into their classrooms and consistent professional development in technology integration. Future researchers should review technological programs in teacher education, examine technology usage in districts, states, and countries, and investigate how the programs apply the International Society for Technology in Education standards. [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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