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Technology and fifth grade teaching: a study of teacher reported classroom practice, professional development, access, and supportUnknown Date (has links)
This mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one co mputing environment, and the frequency that they received technical and instructional support. Information from the school district's technology plan provided a context for the study. Qualitative data were collected through interviews with seven of the survey participants. The findings indicated that for 18 different purposes of technology, there was a significant correlation between how frequently teachers used and had their students use technology and the teacher-reported emphasis those topics received during technology related professional development. Self-reported frequency of support, student-to-computer ratio in the classroom, hours of professional development, and months of mentoring did not moderate the relationship between frequency of technology use and the content of professional development. / The relationship between having students use technology to work cooperatively or collaboratively and the reported emphasis that topic received in professional development strengthened if teachers reported that their students had access to a one-to-one computing environment. An additional finding was that the teachers' reported frequency of use of technology and reported emphasis of content of technology-related professional development leaned toward direct instruction and test preparation and leaned less toward innovative uses of technology. Implications and suggestions for future research are offered for technology integration and professional development for teachers at the elementary school level. / by Debbie Beaudry. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.
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Approaching Authentic Assessment: Using Virtual School Teachers’ Expertise to Develop an Understanding of Full Time K-8 Virtual School Teacher PracticesUnknown Date (has links)
According to Molnar (2014), full time virtual school education lacks a
measurement tool that accurately measures effective virtual teacher practice.
Using both qualitative and quantitative methods, the current study sought to
understand the common practices among full time K-8 virtual school teachers,
the extent to which teachers believed such practices impacted student learning,
as well as the methods in which current standards, recommendations and
practices were implemented in the full time K-8 virtual school setting. The
relationship between virtual school teacher practices and their Technological
Pedagogical and Content Knowledge (TPACK) was also explored. Using the
standards, practices and recommendations developed for online learning from
International Association for K–12 Online Learning (iNACOL), National Education
Association (NEA), Southern Regional Education Board (SREB), and the International Society for Technology in Education (ISTE) a team of focus group
members gave input on the common practices for teaching students in the full
time K-8 virtual school environment. The results included 11 general virtual
school teacher practices, 12 teacher practices relating to evaluation and three
practices relating to special needs and diverse learners. Qualitative and
quantitative findings indicated that teachers most frequently meet the established
practices through the following strategies: phone conferences, live sessions with
students, feedback on assessments, webmail communication, professional
development, collaborating with peers/teacher collaboration, professional
learning communities, curriculum based assessments on the phone,
communicating with family stakeholders, and determining students in the bottom
quartile. A framework for K-8 full time virtual school pedagogy which includes
evaluating student learning and individualizing instruction through technology
tools and collaborative methods was developed.
Finally, the quantitative findings indicated that of the three virtual school
teacher practice categories (teacher practice, evaluation and special needs and
diverse learners), evaluation was the leading predictor of teacher TPACK scores.
Specifically, collaboration, having an online voice and presence, and using data
from assessments to modify instruction were found to significantly predict a
teacher’s Technological Pedagogical and Content Knowledge. Using virtual
school teachers’ expertise on the practices which most impact student learning
and the methods for implementing virtual school teacher practices, the
researcher created a draft full time K-8 virtual school teacher evaluation rubric. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection
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