Elementary teachers' beliefs regarding the use of the Internet in K-5 classrooms and the impact on their teaching practices

Persistent Link:
http://hdl.handle.net/10150/284638
Title:
Elementary teachers' beliefs regarding the use of the Internet in K-5 classrooms and the impact on their teaching practices
Author:
Geranis, Joyce Monica
Issue Date:
1999
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 is a study to examine and describe of elementary teachers' beliefs regarding the use of the Internet in K-5 classrooms and the impact of the use of the Internet on their teaching practices. Primary participants were drawn from a pool of 277 teachers from 15 sites selected for convenience from a large urban school district in the southwestern United States. Data included a semi-structured and an open-ended interview. Participants also completed the Stages of Concern Questionnaire, a thirty-five item Likert scale from the Concerns-Based Adoption Model (CBAM). Quantitative data was collected in the form of a paper/pencil survey and questionnaire. The selected literature review covered the use of the Internet in schools, teacher professional development, motivation, and the diffusion of educational innovations.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Administration.; Education, Elementary.; Education, Technology of.
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Leadership and Administration
Degree Grantor:
University of Arizona
Advisor:
Parker, Stephanie A.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleElementary teachers' beliefs regarding the use of the Internet in K-5 classrooms and the impact on their teaching practicesen_US
dc.creatorGeranis, Joyce Monicaen_US
dc.contributor.authorGeranis, Joyce Monicaen_US
dc.date.issued1999en_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 is a study to examine and describe of elementary teachers' beliefs regarding the use of the Internet in K-5 classrooms and the impact of the use of the Internet on their teaching practices. Primary participants were drawn from a pool of 277 teachers from 15 sites selected for convenience from a large urban school district in the southwestern United States. Data included a semi-structured and an open-ended interview. Participants also completed the Stages of Concern Questionnaire, a thirty-five item Likert scale from the Concerns-Based Adoption Model (CBAM). Quantitative data was collected in the form of a paper/pencil survey and questionnaire. The selected literature review covered the use of the Internet in schools, teacher professional development, motivation, and the diffusion of educational innovations.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Administration.en_US
dc.subjectEducation, Elementary.en_US
dc.subjectEducation, Technology of.en_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Leadership and Administrationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorParker, Stephanie A.en_US
dc.identifier.proquest9934869en_US
dc.identifier.bibrecord.b39685093en_US
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