Opinion and Practice in a Tech-Successful Elementary School: The 21st Century Classroom

Persistent Link:
http://hdl.handle.net/10150/268535
Title:
Opinion and Practice in a Tech-Successful Elementary School: The 21st Century Classroom
Author:
Bauland, David
Issue Date:
2012
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:
Web-based connectivity technologies have changed the very nature of learning and inquiry. Technology-integrated 21st century classrooms require that teachers adopt new roles, shifting toward critical thinking, collaboration, creativity and communication. This study examined teachers' opinions regarding integration of web based teaching tools into K-5 classrooms. Data were gathered through teacher interviews, collecting examples of websites used by teachers, recognizing common themes in successful technology integration, identifying benefits of technology integration for students, and clarifying professional development that teachers considered most beneficial. The sample was drawn from a Tucson, Arizona elementary school. Teachers' comments reflected a culture of strong support for technology integration with 21st century learning goals, and the need for more effective tools designed to help them search for and integrate web-based resources and share their successes or challenges with other teachers through digital learning communities or collaborative online professional development platforms.
Type:
text; Electronic Thesis
Keywords:
Integration; Internet; Professional Development; Technology; Educational Psychology; 21st Century; Cloud Computing
Degree Name:
M.Ed.
Degree Level:
masters
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Marx, Ronald

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleOpinion and Practice in a Tech-Successful Elementary School: The 21st Century Classroomen_US
dc.creatorBauland, Daviden_US
dc.contributor.authorBauland, Daviden_US
dc.date.issued2012-
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.abstractWeb-based connectivity technologies have changed the very nature of learning and inquiry. Technology-integrated 21st century classrooms require that teachers adopt new roles, shifting toward critical thinking, collaboration, creativity and communication. This study examined teachers' opinions regarding integration of web based teaching tools into K-5 classrooms. Data were gathered through teacher interviews, collecting examples of websites used by teachers, recognizing common themes in successful technology integration, identifying benefits of technology integration for students, and clarifying professional development that teachers considered most beneficial. The sample was drawn from a Tucson, Arizona elementary school. Teachers' comments reflected a culture of strong support for technology integration with 21st century learning goals, and the need for more effective tools designed to help them search for and integrate web-based resources and share their successes or challenges with other teachers through digital learning communities or collaborative online professional development platforms.en_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
dc.subjectIntegrationen_US
dc.subjectInterneten_US
dc.subjectProfessional Developmenten_US
dc.subjectTechnologyen_US
dc.subjectEducational Psychologyen_US
dc.subject21st Centuryen_US
dc.subjectCloud Computingen_US
thesis.degree.nameM.Ed.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMarx, Ronalden_US
dc.contributor.committeememberLegg Burross, Heidien_US
dc.contributor.committeememberBrent, Wayneen_US
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