DOCSLIB.ORG

1 Running Head: TECHNOLOGY INTEGRATION TECHNOLOGY INTEGRATION: a MIXED METHODS STUDY of VETERAN SECONDARY TEACHERS' BELIEFS

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
1 Running Head: TECHNOLOGY INTEGRATION TECHNOLOGY INTEGRATION: a MIXED METHODS STUDY of VETERAN SECONDARY TEACHERS' BELIEFS 1 Running head: TECHNOLOGY INTEGRATION TECHNOLOGY INTEGRATION: A MIXED METHODS STUDY OF VETERAN SECONDARY TEACHERS’ BELIEFS, ATTITUDES, AND CLASSROOM PRACTICES A dissertation presented to The Faculty of the College of Education Florida Gulf Coast University In partial fulfillment of the requirement for the degree of Doctor of Education By Lauri M. Garbo 2016 TECHNOLOGY INTEGRATION 2 APPROVAL SHEET This dissertation is submitted in partial fulfillment of the requirements for the degree of Doctor of Education Lauri M. Garbo Student Name Approved: November 21, 2016 Thomas C. Valesky Committee Chair/Advisor Dorothy C. Rea Committee Member 1 Judy R. Wilkerson Committee Member 2 The final copy of this dissertation has been examined by the signatories, and we find that both the content and the form meet acceptable presentation standards of scholarly work in the above mentioned discipline. TECHNOLOGY INTEGRATION 3 Table of Contents Chapter I ..................................................................................................................................................... 10 Statement of the Problem ........................................................................................................................ 12 Research Questions ................................................................................................................................. 16 Definition of Terms ................................................................................................................................. 17 Significance of the Study ........................................................................................................................ 18 Outline of Remainder of the Study ......................................................................................................... 19 Chapter II .................................................................................................................................................... 21 Access to Technology ................................................................................................................................. 21 Technology Integration ............................................................................................................................... 22 Teachers’ Technology Skills ................................................................................................................... 23 Best Practices .......................................................................................................................................... 24 Flipped Classroom .................................................................................................................................. 25 Continuum of Integration ............................................................................................................................ 25 Technology as a Tool .............................................................................................................................. 26 Teachers’ Attitudes and Beliefs .................................................................................................................. 28 Beliefs about Technology ....................................................................................................................... 29 Teachers’ Self-Efficacy and Technology .................................................................................................... 30 Positive Experiences ............................................................................................................................... 30 Verbal Reinforcement ............................................................................................................................. 31 Applied Learning .................................................................................................................................... 31 Expectations and Self-Efficacy ............................................................................................................... 32 The Role of School Culture ........................................................................................................................ 33 School Culture Defined ........................................................................................................................... 33 How Culture Affects Teachers ................................................................................................................ 34 Culture and Technology .......................................................................................................................... 34 Mentoring and Modeling ............................................................................................................................ 35 Peer and Coach Support .......................................................................................................................... 35 Mentoring ................................................................................................................................................ 36 Train-the-Trainer ..................................................................................................................................... 37 Adopting Innovations .............................................................................................................................. 37 Adult Learning Theory ............................................................................................................................... 38 TECHNOLOGY INTEGRATION 4 Andragogy ............................................................................................................................................... 38 Infusing Content ...................................................................................................................................... 39 Training Implications .............................................................................................................................. 39 Barriers to Technology Integration ............................................................................................................. 40 Lack of Time and Support ...................................................................................................................... 40 Technology Malfunctions ....................................................................................................................... 41 Chapter III ................................................................................................................................................... 43 A Definition and Rationale for Mixed Methods Research ...................................................................... 43 Quantitative Design and Definition ........................................................................................................ 44 Qualitative Design and Definition .......................................................................................................... 47 Challenges Addressed ............................................................................................................................. 47 Data Collection and Analysis Procedures ............................................................................................... 48 Validity Approaches ............................................................................................................................... 50 Survey Instrument Design ....................................................................................................................... 51 Construct validity. ............................................................................................................................... 51 Reliability. ........................................................................................................................................... 52 Content validity. .................................................................................................................................. 52 Validity for Qualitative Study ................................................................................................................. 53 Reliability for Quantitative Study ........................................................................................................... 54 Potential Ethical Issues ........................................................................................................................... 54 Researcher Bias ....................................................................................................................................... 54 Researcher’s perceptions of technology use. ...................................................................................... 54 Researchers’ comfort and confidence using technology. .................................................................... 55 Researcher’s experience with technology integration. ........................................................................ 56 Confidentiality ........................................................................................................................................ 56 Chapter IV ................................................................................................................................................... 58 Results ........................................................................................................................................................
Load more

Recommended publications
  • Integrating Technology with Student-Centered Learning
    integrating technology with student-centered learning A REPORT TO THE NELLIE MAE EDUCATION FOUNDATION Prepared by Babette Moeller & Tim Reitzes | July 2011 www.nmefdn.org 1 acknowledgements We thank the Nellie Mae Education Foundation (NMEF) for the grant that supported the preparation of this report. Special thanks to Eve Goldberg for her guidance and support, and to Beth Miller for comments on an earlier draft of this report. We thank Ilene Kantrov for her contributions to shaping and editing this report, and Loulou Bangura for her help with building and managing a wiki site, which contains many of the papers and other resources that we reviewed (the site can be accessed at: http://nmef.wikispaces.com). We are very grateful for the comments and suggestions from Daniel Light, Shelley Pasnik, and Bill Tally on earlier drafts of this report. And we thank our colleagues from EDC’s Learning and Teaching Division who shared their work, experiences, and insights at a meeting on technology and student-centered learning: Harouna Ba, Carissa Baquarian, Kristen Bjork, Amy Brodesky, June Foster, Vivian Gilfroy, Ilene Kantrov, Daniel Light, Brian Lord, Joyce Malyn-Smith, Sarita Pillai, Suzanne Reynolds-Alpert, Deirdra Searcy, Bob Spielvogel, Tony Streit, Bill Tally, and Barbara Treacy. Babette Moeller & Tim Reitzes (2011) Education Development Center, Inc. (EDC). Integrating Technology with Student-Centered Learning. Quincy, MA: Nellie Mae Education Foundation. ©2011 by The Nellie Mae Education Foundation. All rights reserved. The Nellie Mae Education Foundation 1250 Hancock Street, Suite 205N, Quincy, MA 02169 www.nmefdn.org 3 Not surprising, 43 percent of students feel unprepared to use technology as they look ahead to higher education or their work life.
    [Show full text]
  • Integration of Technology to Learning-Teaching Processes and Google Workspace Tools: a Literature Review
    sustainability Review Integration of Technology to Learning-Teaching Processes and Google Workspace Tools: A Literature Review Umut Akcil 1, Huseyin Uzunboylu 2 and Elanur Kinik 1,* 1 Faculty of Education, Near East University, Near East University Blvd, Mersin 10, TR-99138 Nicosia, Turkey; [email protected] 2 Higher Education Planning, Supervision, Accreditation & Coordination, Mersin 10, TR-99138 Nicosia, Turkey; [email protected] * Correspondence: [email protected] Abstract: During the pandemic, educators around the world were unexpectedly encouraged to switch to online and distance learning. They tried to integrate face-to-face learning–teaching pro- cesses in the classrooms into the technological environment and to sustain this process in the best way. In this research, it is aimed to examine the current results in the current studies on technol- ogy integration into the teaching–learning processes in the literature. In order to collect data, a descriptive compilation pattern was used within the frame of the Literature Search method based on the qualitative method. The data obtained by examining the current articles obtained with the keyword “Technology Integration” were used in the research. As a result of the study, it was seen that technology integration is a complex and multidimensional process with several dynamics, and full integration cannot be achieved. As a result, recommendations were made in the context of various models and Google Workspace tools to help ensure technology integration in line with the obstacles specified in the studies. Citation: Akcil, U.; Uzunboylu, H.; Kinik, E. Integration of Technology to Keywords: sustainable technology integration; TPACK; Gagne’s teaching activities model; google Learning-Teaching Processes and workspace tools Google Workspace Tools: A Literature Review.
    [Show full text]
  • Technology Integration Specialist Job Definition a Technology Integration Specialist Is an Information Technology Professional F
    Technology Integration Specialist Job Definition A technology integration specialist is an information technology professional found within school systems. These professionals are charged with assisting classroom teachers in the incorporation of technological hardware and software into the lesson plan and helping teachers effectively integrate technology into the curriculum by: Learning the basics of using technologies Using technologies to support instruction Integrating new technologies into classroom practices Discovering new uses for technology tools Designing projects that combine multiple technologies Focusing on cooperative, project-based and interdisciplinary work with technology being just one of the many tools that students use. Job Description The Carthage R-9 School district seeks a Technology Integration Specialist (TIS) to improve the integration of classroom/instructional technology at all grade levels. This is an 11-month position and reports directly to the Director of Information Technology. The TIS will collaborate with the Information Technology Department in the areas of organizing and supervising training activities, helping establish technology policies, and proposing learning objectives for staff as they relate to technology. The primary focus of the Technology Integration Specialist is to enrich and support teaching and learning while strengthening the technology skills of students, teachers and staff. The ideal candidate should work well with others, have a background in instructional design, and have clear goals and strategies for integrating technology into instruction. Teaching experience is also required. This position will also be responsible for maintaining and updating the district web site and will assist all school web masters in the creation and maintenance of school web pages. Candidates will not be responsible for monitoring computer labs, maintaining computer networks, or computer repair.
    [Show full text]
  • Technology Integration in Context
    Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2017 Technology Integration in Context Joanna Marshall Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Marshall, Joanna, "Technology Integration in Context" (2017). Dissertations. 2826. https://ecommons.luc.edu/luc_diss/2826 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. Copyright © 2016 Joanna Marshall LOYOLA UNIVERSITY OF CHICAGO TECHNOLOGY INTEGRATION IN CONTEXT A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF EDUCATION IN CANDIDACY FOR THE DEGREE OF DOCTOR OF EDUCATION PROGRAM IN CURRICULUM AND INSTRUCTION BY JOANNA MARSHALL CHICAGO, ILLINOIS MAY 2017 ACKNOWLEDGMENTS I would like to thank my parents Sybil and Ed Marshall, who never censored anything I ever read. My parents provided me with the freedom growing up to explore any idea or any text without restraint. To my father who I went bookstoring with and opening up whole worlds to me simply by opening up a book. In contrast to my father, the vainest man in the world my mother always emphasized my intellect and expected nothing but excellence from me academically. They have supported all of my educational endeavors that I have embarked on since graduating high school. They helped me get to Boone N.C. while working on my masters degree at Appalachian State and my final degree at Loyola (yes RB this is my last degree program I promise!).
    [Show full text]
  • Level of Integration of Mobile Device Technology in Teaching and Learning in Universities in Botswana Norman Rudhumbu & Daim
    International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2021, Vol. 17, Issue 1, pp. 21-33 Level of integration of mobile device technology in teaching and learning in universities in Botswana Norman Rudhumbu & Daimond Dziva Bindura University of Science Education, Zimbabwe Elize Plessis University of South Africa, Pretoria, South Africa ABSTRACT The study investigated the level of integration of mobile device technology in teaching and learning in Botswana universities. Botswana is one of the few African countries with a strong and stable economy and a high prevalence of technological gadgets that include mobile phones, tablets, and laptops, among others, in use in the population. Despite the prevalence of these technological gadgets, not much is known about the level of integration of technology in teaching and learning in universities in Botswana. A quantitative approach that employed a structured questionnaire for data collection was used in a study that included a sample of 360 lecturers from five out of eight selected universities in Botswana. The results of the study showed that negative attitudes of lecturers towards the integration of technology continue to be one of the major contributory factors in the low levels of technology integration in teaching and learning in universities in Botswana. The study also revealed that high Internet costs, as well as slow Internet connectivity are some of the main challenges contributing to the slow pace of technology integration in universities in Botswana. Results further showed that despite the high prevalence of mobile devices, desktops remain the main technological gadgets used during teaching and learning at universities in Botswana.
    [Show full text]
  • Bringing the World Wide Web Into Third World Countries: Integrating Technology Across the Globe Mindy A
    Bringing the World Wide Web into Third World Countries: Integrating Technology Across the Globe Mindy A. Sipe-Haesemeyer Central Missouri State University Abstract While technology continues to thrive in the Western World, Third World and underdeveloped countries continue to struggle with the idea of incorporating such technology into their culture. After radio and television took decades to expand across most of the globe, the Internet seemed to boom into society within a matter of years. Many developing countries do not welcome the idea of technology, especially the Internet, into their countries. While many have a negative view toward the influence the media might have on their people, many countries simply do not have the resources or financial availability to acquire such technology. Despite the disadvantages of the Internet, there are several advantages that outweigh the disadvantages. Unfortunately, many seem to dwell only on the disadvantages. With cooperation and regulation, Third World and developing countries can use technology to their advantage. Developed countries will only benefit from global interaction. Underdeveloped countries have the possibility to boost their economy while increasing the quality of life by becoming part of the global economic community. Fair trade and employment opportunities are just a few ways to bring the world together for the benefit of all. Introduction As media and technology evolve, the desire to connect with the rest of the world also increases. The idea that we can share information and cultures, perform business transactions, educate, and make global decisions within one spectrum of technology is rather impressive. The introduction of the World Wide Web has been not only beneficial for many but also intimidating for some.
    [Show full text]
  • Is There an App for That?: Describing Smartphone Availability and Educational Technology Adoption Level of Louisiana School-Based Agricultural Educators
    Journal of Agricultural Education, 59(1), 238-254 https://doi.org/10.5032/jae.2018.01238 Is There an App for That?: Describing Smartphone Availability and Educational Technology Adoption Level of Louisiana School-Based Agricultural Educators H. Eric Smith1, Kristin S. Stair2, J. Joey Blackburn3 & Madelyn Easley4 Abstract The purpose of this study was to describe smartphone availability and usage for teaching by agricultural educators in Louisiana. Further, this study sought to describe the level of educational technology adoption of these teachers. Data were collected at each Louisiana FFA Leadership Camp session during the summer of 2016. Teachers were asked to indicate the availability of smartphones for instructional purposes at their school. Teachers also indicated instructional technologies they are using currently, as well as their self-perceived level of adoption of educational technology. Over half of the teachers indicated their district policy allowed teachers to employ smartphones for educational purposes. Less than one-third of the teachers were in districts that allowed students to use smartphones for learning. The classroom computer and digital projector were the most commonly utilized educational technologies. The highest percentage of teachers perceived themselves as letting others adopt technologies before they are willing to try. The results of this study are in line with the Diffusions of Innovations theory in terms of percentages of teachers in the adopter categories. It is recommended that teacher professional development opportunities be developed following the model of teacher change to ensure agriculture teachers receive up-to-date information to further their practice. Keywords: technology, smartphone availability, technology adoption, agricultural education teachers Introduction Technology is often emphasized as being a critical component of both educational reform and classroom innovation (Palak & Walls, 2009).
    [Show full text]
  • Instruments for Assessing Educator Progress in Technology Integration
    Instruments for Assessing Educator Progress in Technology Integration By: Gerald Knezek Rhonda Christensen Institute for the Integration of Keiko Miyashita Technology in Teaching and Learning University of North Texas Margaret Ropp Department of Learning Technologies Any of the instruments in this book may be reproduced for non-profit scholarly/research activities. Publishers appreciate acknowledgement of source and notification of usage. Please send a copy of any publications resulting from the use of these instruments to: 3940 N. Elm, Suite G150 Denton, Texas 76207 1 Table of Contents INTRODUCTION……………………………………………………………………………………………………6 ASSESSMENT OPTIONS…………………………………………………………………………………………7 TYPES OF INSTRUMENTS……………………………………………………………………………………..7 EXAMPLES OF INSTRUMENTS………………………………………………………………………………8 ATTITUDE INSTRUMENTS……………………………………………………………………………………..8 SKILL/COMPETENCY……………………………………………………………………………………………..8 LEVEL OF PROFICIENCY…………………………………………………………………………………………8 THEORETICAL CLASSIFICATIONS…………………………………………………………………………..9 INTERNAL CONSISTENCY RELIABILITY………………………………………………………………..11 I. YOUNG CHILDREN'S COMPUTER INVENTORY INTRODUCTION…………………………………………………………………………………………………………….12 RECOMMENDED ADMINISTRATION PROCEDURES………………………………………………………12 YCCI INTERNAL CONSISTENCY RELIABILITY…………………………………………………………………..13 STUDIES AND REPORTS USING YCCI……………………………………………………………………………..14 SCORING THE YCCI (V5.27)……………………………………………………………………………………………14 LIKERT ITEMS………………………………………………………………………………………………………………..14 PAIRED COMPARISONS ITEMS…………………………………………………………………………………….17
    [Show full text]
  • Integrating Technology Into the Online Classroom Through Collaboration to Increase Student Motivation
    Journal of Instructional Research | Volume 4 (2015) 126 Integrating Technology into the Online Classroom Through Collaboration to Increase Student Motivation Thomas Dyer | Elizabeth Larson | John Steele | Rick Holbeck Technology is one of the most important components in the future of online learning. Instructors in online classes should lead the charge of innovation and integration of technology into the online classroom to ensure that students achieve the best learning outcomes. This article chronicles a theoretical model towards integrating technology as a best practice into the on- OLQHFODVVURRPWRLQFUHDVHVWXGHQWPRWLYDWLRQHQJDJHPHQWDQGOHDUQLQJRXWFRPHV9DULRXVWHFKQRORJLHVFDQEHLQFRUSRUDWHG into the online classroom to enhance the course and meet student needs by offering differentiated instruction and activating YDULRXVOHDUQLQJVW\OHV7KLVDUWLFOHH[SODLQVKRZFROODERUDWLRQDPRQJIDFXOW\FDQPDNHWKLVWDVNHDVLHUPRUHHI¿FLHQWDQGRI JUHDWHUEHQH¿WWRWKHRQOLQHVWXGHQW,WDOVRWKHRUL]HVWKDWDGGHGWHFKQRORJLFDOPDWHULDOVHTXDWHWRLQFUHDVHGVWXGHQWHQJDJH - PHQWPRWLYDWLRQDQGOHDUQLQJRXWFRPHVLQDFRXUVHZKHQDIDFXOW\FROODERUDWLRQGLDJQRVWLFPRGHOLVIROORZHGWRLQWHJUDWH technology into the online classroom. 2QOLQHHGXFDWLRQLVJURZLQJDWDUDSLGSDFHZKLFKPHDQVLQVWUXFWRUVQHHGWREHPRUHLQQRYDWLYHWRPHHWWKHVHGHPDQGV $OOHQ 6HDPDQ 0HVWUH QRWHGWKHLPSRUWDQFHRILQVWUXFWRUVGHYHORSLQJDQGXWLOL]LQJRQOLQHWRROVWRPHHWWKH diverse learning needs of today’s online learning population. The traditional written lecture method used in some online courses does not meet the needs of the online student population.
    [Show full text]
  • Scenarios for Mobile Technology Integration Implementation Taxonomy
    Scenarios for Mobile Technology Integration Implementation Taxonomy Copyright ©Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. Scenarios for Mobile Technology Integration About This technology taxonomy contains over 30 scenarios that show teachers a range of use of mobile devices in the classroom. The scenarios cover all grade levels and subject areas including language arts, mathematics, social studies, science, and the arts. This taxonomy will also be released as app for both Andriod* and iOS* devices. Table of Contents A Plate of Tectonics. .2 Are We Addicted?. .6 Art Detectives . 10 Art with Style. .14 Blog + Survey=Homework Completed. 17 Calculating the Area of Rectangles . 20 Calculators and Collaboration . 23 Cell Anatomy of Animals and Plants. 26 Classification Meets Visualization. .30 Data Collection and Graphing. .34 Eye on the Sky. 37 From Field Trip To Field Guides. 41 From Readers to Reviewers. 44 From Tourist to Tour Guides. 47 Fun with Fund Raising. 50 Global Communities. 54 Immigration and Imagination . 57 Individualizing Algebra Instruction with Video Explanations . 60 It is a Fact . .63 Measuring Motion . .66 Media Messages for Kids . 69 Mrs. Wells' Writing Wall. .72 Natural or Manmade. 76 Photographs That Changed the World. 79 Politics and Student Pollsters . 83 Recycling Campaign. 86 Success with Simulations . .90 The Diary of Anne Frank. .93 Copyright 2012 © Intel Corporation. Intel® Education All rights reserved. Implementation Taxonomy 1 Scenarios for Mobile Technology Integration From Readers to Reviewers Ms.
    [Show full text]
  • Using World Wide Web FREE USING WORLD WIDE WEB DOWNLOAD
    Using World Wide Web FREE USING WORLD WIDE WEB DOWNLOAD The best ebooks about Using World Wide Web that you can get for free here by download this Using World Wide Web and save to your desktop. This ebooks is under topic such as using the world wide web in the classroom - research online construction education using the world wide web telephone data collection using the world wide web using the world wide web - cindyroyal using the world wide web to connect research and using the world wide web in hospitality industry the challenges of using the world-wide web in teaching using intelligent agents to maximize the benefits of the using the world wide web to build 12 - stanford university using java to develop interactive learning material for advantages and disadgantages of internet research surveys using the world wide web to provide platform independent teaching using the world wide web - shersonmedia interactive information services using world-wide web using the world wide web to promote software engineering data collection on the world wide web using excel 1 the case for design using the world wide web using the world-wide web to facilitate communications of using world wide web via netscape -a short guide for pep using the world wide web to support teaching in this guide was compiled using the world wide web, rainbow using mycdb on the world-wide web - springer time distribution using the world wide web using world wide web via netscape -a short guide for using the world wide web for teaching improvement research utilization in hand
    [Show full text]
  • Mobile Technology in the Classroom
    Use of Mobile Technology in the Classroom Mobile Technology in the Classroom before moving to the next trial. To illustrate this point Although there has been a push to use technology in the further, when a student engages with an app to practice classroom since the 1980s, rapid advancements in mobile multiplication facts, the app can be set up such that the devices, including smart phones and tablets, have student has to get the answer correct before moving on to provided individual students the opportunity to use the next problem. The student receives immediate devices in much higher numbers in the last decade. feedback on the accuracy of responses. Typical paper and Numerous schools have rolled out one-to-one computing pencil math worksheets do not have this feature, initiatives as early as fourth grade requiring educators and therefore allowing the student to practice errors until the researchers to find effective and efficient uses of mobile worksheet is graded. In the latter case, the feedback is technology for teaching and learning purposes. A recent delayed. Furthermore, with the software on these devices survey reported that 17% to 50% of school-aged children individualizing and differentiating instruction is possible in kindergarten through 12th grade owned smartphones with little effort on the part of the teacher to program the with Internet access and 17% to 26% of children owned a devices to suit individual students’ needs. Teachers can tablet computer (Project Tomorrow, 2012). Students who screen students on their present levels of performance do not have access to a device at home will need training and program the apps such that students are able to on how to handle a device, but all students will need initial practice and master unknown items.
    [Show full text]