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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
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Ohio Principals’ Perceptions on Their Technology LiteracyRateno, Christopher J. 28 May 2019 (has links)
No description available.
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Educator Preparation Provider Training and Technology IntegrationMoody, Brendon Dean 07 August 2019 (has links)
No description available.
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Culturally Relevant Teaching Remix: A Study of Middle School Teachers' Development of Youth Cultural Competence Through Technology Integration and ApplicationThomas, Jessica Brianna January 2021 (has links)
The purpose of this study was to examine technology integration and the application of Culturally Relevant Teaching (CRT). This inquiry evolved as a result of trying to understand the unique intersectionality of student identity, which is inclusive of youth culture, and whether teachers understood this dynamic and hence leveraged it in the classrooms and school communities they taught. Given that youth culture is a “mash-up of cultures and the membership transcends ethnic and racial lines,” there was evident value in exploring how youth cultural competence is unpacked and applied by educators to both deliver content and build relationships (Keuss, 2012), Understanding that a major youth cultural referent is technology, the study observed how teacher’s Technological Pedagogical Content Knowledge manifested itself in the classroom and the types of technology students shared they were exposed to, in addition to their perceptions of teacher competence of technology and/or youth culture. This exploration was further framed by using a Culturally Relevant Teaching framework to analyze teacher-student interactions, based on the principles, behaviors and mindsets outlined by Ladson-Billings in her construction of defining the characteristics of a CRT educator (2009). This was a qualitative study that included 10 teachers and 20 student participants that were members of a technology-rich middle school in an urban environment. Teachers participated in classroom observations, interviews, and CRT reflective tasks. Students participated in grade-level focus groups that leveraged interactive and reflective tasks. As a result of the data analysis, implications from the study presents school leaders with practical insights on how technology integration can be woven into the fabric of the school to strengthen teacher development, support content delivery and enhance the quality of student learning experiences. Additionally, there is evidence of a need for commitment by schools to train teachers in Culturally Relevant Teaching practices in order to attend to the whole child, operate with a more student-centered approach, and adequately prepare scholars for the digital world. / Educational Administration
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Administrators' Perceived Knowledge, Importance, and Perceptions of the International Society for Technology in Education Standards for Administrators and Virginia Technology Standards for Instructional PersonnelHill Muchenje, Kimberly Tomeka 10 August 2018 (has links)
The purpose of the study was to determine administrators’ self-assessed perceived knowledge, importance, and perceptions of the International Society for Technology in Education Standards for Administrators (ISTE Standards-A) and the Virginia Technology Standards for Instructional Personnel (VTSIP). A survey instrument based on the ISTE Standards-A and the VTSIP was used in the study. 43 administrators in Virginia participated in the study. The participants were members of the Virginia Association of Elementary or Secondary School Principals. The study found that administrators perceived their knowledge of the ISTE Standards-A as good and their knowledge of the VTSIP as excellent. Administrators strongly agreed that both the ISTE Standards-A and the VTSIP were important in their practice. Additionally, their perceptions of both the ISTE Standards-A and the VTSIP were excellent. There were no statistically significant differences found between the perception of the standards and most of the demographic variables. However, there was a statistically significant difference found between male and female perceptions of the VTSIP. Also, there was a statistically significant difference found between administrators’ perceptions of the ISTE Standards-A and perceptions of the VTSIP. The study provided quantitative data on administrators’ perceived knowledge, importance and perceptions of practicing the ISTE Standards-A and the VTSIP. The findings of this study provide valuable information for administrators as they investigate their technology leadership and note areas of improvement, and for the Virginia Department of Education, local education agencies and universities. It is recommended that future research look qualitatively at administrator perceptions of the standards and why males and females differ in their perception of the standards. Further research is also recommended using a larger sample in the state or nationwide, and conducting more research to look into administrative leadership preparation programs, administrators’ perceptions of practice, program alignment or administrator implementation of the ISTE Standards-A and the VTSIP.
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Evaluation Of Preservice Foreign Language Teachers' / Perceptions About Their Technology CompetenciesTop, Ercan 01 December 2003 (has links) (PDF)
This study evaluated Department of Foreign Language Education students& / #65533 / perceptions on technology competence in regard to National Educational Technology Standards for Teachers (NETS-T) developed by International Society for Technology in Education (ISTE), in Middle East Technical University, in Ankara, Turkey. The NETS-T& / #65533 / s six sub standards -technology operations and concepts / planning and designing learning environments and experiences / teaching, learning, and the curriculum / assessment and evaluation / productivity and professional practice / social, ethical, legal, and human issues- were investigated in the study.
383 students participated in the study. 103 of them were freshmen, 98 of them were sophomores, 96 of them were juniors, and 86 of them were seniors. Besides, 96 of them were males, while 287 of them were females.
This study was designed as a cross-sectional survey study. In order to collect the data, a survey, consisted of 44 Likert type, five point scale items, was developed by the researcher. The study results show that except for & / #65533 / technology operations and concepts& / #65533 / for which male students& / #65533 / perceptions were higher than female students& / #65533 / perceptions there was no significant difference between male and female students.
There was no significant difference in & / #65533 / technology operations and concepts& / #65533 / across grade levels. There were no significant differences between freshmen& / #65533 / s and sophomores& / #65533 / perceptions for all of the sub-standards. In general, juniors& / #65533 / perceptions on the competence of NETS-T were higher than freshmen& / #65533 / s and sophomores& / #65533 / perceptions, and seniors& / #65533 / perceptions were higher than all of the other grade levels& / #65533 / perceptions. As a result, the findings of the study indicated that students& / #65533 / perceptions related with their competencies in the NETS_T needs to be increased.
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Teachers and Technology: A Qualitative Program Evaluation of Technology SkillsDevelopment in a Teacher Preparation ProgramDonnelly, David M. 16 September 2022 (has links)
No description available.
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