Teachers' perspective of technology integration with pedagogical practices and their perceptions of the correlation with student success

Persistent Link:
http://hdl.handle.net/10150/282894
Title:
Teachers' perspective of technology integration with pedagogical practices and their perceptions of the correlation with student success
Author:
Simmons, Sylvia
Issue Date:
2005
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:
Teachers' perspective of technology integration with pedagogical practices and their perceptions of the correlation with student success were examined in this study. One hundred and ninety-two southwestern elementary school teachers volunteered to be a part of the study. Quantitative and Qualitative research methods were conducted. Relationships between teachers' attitude toward computers and computer usage were considered. Regression analysis was employed to examine the results of the two part survey. Telephone interviews were conducted to augment the study. While most of the findings were not statistically significant, they provided insight into how teachers used computers at elementary schools. The results suggest that effective instructional computer use at the elementary school level should implement effective teaching practices. Data were drawn from elementary school teachers completing surveys and interviews. Data includes information on computer usage in the classroom, access to computers in school, and the kinds of instructional uses of computers in the schools. The results of this study find evidence that teachers were using computers regularly, and the ways in which they are used. There were differences in the frequency of computer use in elementary classrooms. The major barriers to curriculum integration by elementary teachers were time and lack of upgraded computers in classrooms. The findings also indicate that computers are not a panacea for problems facing the schools. When used adequately computers may serve to enhance the educational environment and improve student success. Findings from this study offer practical implication for school districts and teacher education college programs working toward supporting and promoting change in teaching roles and practice that use new technologies.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Elementary.; Education, Technology of.; Education, Curriculum and Instruction.
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Education Leadership Program
Degree Grantor:
University of Arizona
Advisor:
Quinn, David M.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleTeachers' perspective of technology integration with pedagogical practices and their perceptions of the correlation with student successen_US
dc.creatorSimmons, Sylviaen_US
dc.contributor.authorSimmons, Sylviaen_US
dc.date.issued2005en_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.abstractTeachers' perspective of technology integration with pedagogical practices and their perceptions of the correlation with student success were examined in this study. One hundred and ninety-two southwestern elementary school teachers volunteered to be a part of the study. Quantitative and Qualitative research methods were conducted. Relationships between teachers' attitude toward computers and computer usage were considered. Regression analysis was employed to examine the results of the two part survey. Telephone interviews were conducted to augment the study. While most of the findings were not statistically significant, they provided insight into how teachers used computers at elementary schools. The results suggest that effective instructional computer use at the elementary school level should implement effective teaching practices. Data were drawn from elementary school teachers completing surveys and interviews. Data includes information on computer usage in the classroom, access to computers in school, and the kinds of instructional uses of computers in the schools. The results of this study find evidence that teachers were using computers regularly, and the ways in which they are used. There were differences in the frequency of computer use in elementary classrooms. The major barriers to curriculum integration by elementary teachers were time and lack of upgraded computers in classrooms. The findings also indicate that computers are not a panacea for problems facing the schools. When used adequately computers may serve to enhance the educational environment and improve student success. Findings from this study offer practical implication for school districts and teacher education college programs working toward supporting and promoting change in teaching roles and practice that use new technologies.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Elementary.en_US
dc.subjectEducation, Technology of.en_US
dc.subjectEducation, Curriculum and Instruction.en_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducation Leadership Programen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorQuinn, David M.en_US
dc.identifier.proquest3177533en_US
dc.identifier.bibrecord.b49001292en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.