Persistent Link:
http://hdl.handle.net/10150/195179
Title:
Uses of Technology to Support Reflective Teaching Practices
Author:
Brent, Wayne Barry
Issue Date:
2010
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This dissertation researched and reported on how technology was used to facilitate and inform reflective teaching practices. It also identified the characteristics of benefits and barriers in using technology for teaching and reflection.The study, descriptive in nature, was designed to determine the reflective practices of instructors and how emerging technologies could be used to enhance that reflection. To obtain this information, a Grounded Theory approach was used.Data were gathered and evaluated from a national survey of instructors on their teaching practices, technology used in teaching, how they reflected on their teaching, how they used technology to reflect on their teaching, and barriers to using technology for teaching and reflection.Seventy-three completed survey responses were received and coded into code families. These individual codes and code families were then analyzed to determine themes on how instructors used technology for more effective reflection on their teaching.The findings identified a number of themes related to (a) reflective teaching practices, (b) how instructors used technology to reflect on teaching, (c) the characteristics of learning technologies that supported reflective teaching practices, and (d) the barriers to using these technologies. The themes showed examples of how reflecting with technology supports effective teaching and learning.
Type:
text; Electronic Dissertation
Keywords:
reflection; teaching; technology
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Psychology; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Good, Thomas L.

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleUses of Technology to Support Reflective Teaching Practicesen_US
dc.creatorBrent, Wayne Barryen_US
dc.contributor.authorBrent, Wayne Barryen_US
dc.date.issued2010en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis dissertation researched and reported on how technology was used to facilitate and inform reflective teaching practices. It also identified the characteristics of benefits and barriers in using technology for teaching and reflection.The study, descriptive in nature, was designed to determine the reflective practices of instructors and how emerging technologies could be used to enhance that reflection. To obtain this information, a Grounded Theory approach was used.Data were gathered and evaluated from a national survey of instructors on their teaching practices, technology used in teaching, how they reflected on their teaching, how they used technology to reflect on their teaching, and barriers to using technology for teaching and reflection.Seventy-three completed survey responses were received and coded into code families. These individual codes and code families were then analyzed to determine themes on how instructors used technology for more effective reflection on their teaching.The findings identified a number of themes related to (a) reflective teaching practices, (b) how instructors used technology to reflect on teaching, (c) the characteristics of learning technologies that supported reflective teaching practices, and (d) the barriers to using these technologies. The themes showed examples of how reflecting with technology supports effective teaching and learning.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectreflectionen_US
dc.subjectteachingen_US
dc.subjecttechnologyen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairGood, Thomas L.en_US
dc.contributor.committeememberGood, Thomas L.en_US
dc.contributor.committeememberSabers, Darrell L.en_US
dc.contributor.committeememberMcCaslin, Mary M.en_US
dc.contributor.committeememberJohnson, Christopher G.en_US
dc.identifier.proquest10937en_US
dc.identifier.oclc659754838en_US
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