Doctor of Education / Department of Educational Leadership / Trudy Salsberry / Today, students enter school with a variety of knowledge about technology. They are accustomed to using the Internet, cell phones, instant messaging, social networking, but that does not mean they have a deep understanding of the reading skills necessary to be successful at online reading (Leu et al., 2013). Reading on the Internet requires critical literacy skills and requires a different set of reading comprehension skills when compared to traditional print (Coiro & Dobler, 2007; Eaglerton & Dobler, 2007; Henry, 2006; Karchmer-Klein & Shinas, 2012; Leu et al., 2008; Leu et al., 2013). The purpose of this study was to gain insight into the knowledge, dispositions, and actions of principals perceived to be most meaningful by both the principals themselves and the teachers under their supervision in high-poverty schools with classroom teachers integrating new literacies. This study also examined the dimensions of instructional leadership (Hallinger & Murphy, 1985) and how these dimensions intersect with knowledge, dispositions, and actions of principals. Using a qualitative design, specifically a multiple-case study, the researcher interviewed teachers and principals at four, high-poverty elementary schools to gain insight into the principals’ role in the integration of new literacies. This study provides a deeper understanding of the many components involved in the leadership of a high-poverty school with classroom teachers integrating new literacies. The findings of this study include that the principals were literacy leaders. They were knowledgeable about the curriculum; ensured teachers had the appropriate resources to integrate new literacies (Internet, iPads, laptops, and tablets); and had high expectations for teachers in terms of technology integration. The principals created equitable opportunities for all students to participate in the integration of technology and literacy. Finally, the principals in this study created a culture of trust and professional growth for teachers.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-03-21T12:46:37Z No. of bitstreams: 1 Nara Maria Bernardes Pasinato.pdf: 9394748 bytes, checksum: 2f10e2dc91b02da02188765004dd321d (MD5) / Made available in DSpace on 2017-03-21T12:46:37Z (GMT). No. of bitstreams: 1 Nara Maria Bernardes Pasinato.pdf: 9394748 bytes, checksum: 2f10e2dc91b02da02188765004dd321d (MD5) Previous issue date: 2017-02-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper focuses on analyzing the intentions and actions of the use of ICT by future teachers in training in Singapore. The main objective is to compare if after ten weeks of compulsory training these future teachers continued with the same intentions of using the technologies or if their intentions had altered. With that intent, a mixed model research was developed with qualitative and quantitative characteristics with a group of 12 future teachers in training at the National Institute of Education in Singapore and 235 students from local schools during the years of 2014 and 2015. The theoretical basis made use of the Unified Theory of Acceptance and Use of Technology from Venkatesh et al. (2003), Maor and Fraser (2005) when using the Constructivist Media Learning Environment Survey, Almeida and Valente (2011, 2012) as references for integrating technologies, Ertmer (1999, 2005) , Richardson (2003) and Teo(2011) as the basis for the study of beliefs and attitude , Jonassen (1999, 2005) and Figueiredo and Afonso (2006) regarding the learning environments and educational context. ISTE (2008), UNESCO (2010), Koehler and Mishra (2008) and Costa et al (2008) were used to describe teachers’ competencies for the use of technology. The results show that there is a decrease in the intended use of technologies by future teachers, which may indicate a lower integration of technologies in the classroom. There is evidence that teachers do not realize how technology can assist the learning process of their students, being a laborious activity with little effect, in their perception. General, teachers did not know how to use technology to create a constructive learning environment in order to actualize the integration of technologies. Inferences show that the teacher training course needs to better develop the classes planning processes, focusing on technology supported learning and thus the future teacher is able to realize the effective integration of ICTs in teaching process and promote a student center learning. At the end a model that combines the elements unveiled during the research is proposed, which are indicated as factors that interfere in the integration of technologies in the school context. Beliefs and Learning Knowledge emerge as indicators that are capable to change the path of teacher training for the use of ICT, being recommended to be developed so that it can effectively carry these processes that were so hardly encouraged and advocated for the education on the 21st century / A presente pesquisa tem como foco investigar as intenções e ações do uso das TDIC por futuros professores em formação, Cingapura. O objetivo principal é comparar se após dez semanas de estágio obrigatório esses futuros professores continuavam com as mesmas intenções de utilização das tecnologias ou se elas alteravam. Para tanto, foi desenvolvida uma pesquisa de Modelo Misto com características qualitativas e quantitativas, com um grupo de 12 futuros professores em formação no National Institute of Education em Cingapura e com 235 estudantes de escolas locais no ano de 2014/2015. A base teórica é desenvolvida a partir da Teoria da Unified Theory of Acceptance and Use of Technology de Venkatesh et al. (2003); Maor e Fraser (2005) ao utilizar o Constructivist Media Learning Environment Survey; Almeida e Valente (2011; 2012) como referência da concepção de integração das tecnologias digitais; Ertmer (1999; 2005); Richardson (2003) e Teo (2011) como bases das análises acerca das crenças e atitudes. Assim, Jonassen (1999) e Figueiredo e Afonso (2006) contribuem teoricamente no que diz respeito aos ambientes de aprendizagem e do contexto educacional. ISTE (2008); UNESCO (2010); Koehler e Mishra (200) e Costa et al. (2008) serviram como base para a abordagem das competências necessárias para o professor integrar as tecnologias. Os resultados demonstram que há uma diminuição da intenção de uso das tecnologias para futuras ações pedagógicas dos professores - o que pode indicar uma menor integração das tecnologias em sala de aula. Há indícios de que os professores não percebem como as tecnologias podem auxiliar nos processos de de ensino e aprendizagem dos seus alunos, sendo uma atividade trabalhosa e de pouco resultado em sua percepção. De modo geral, os professores não souberam utilizar as tecnologias de modo a criar um ambiente construtivista, efetivando a integração das tecnologias. As inferências mostram na pesquisa que o curso de formação de professores necessita desenvolver mais os processos de planejamento das aulas com foco na aprendizagem apoiada às tecnologias, desse modo, o futuro professor terá condições de realizar a efetiva integração das TDIC no processo de ensino e promover um processo de aprendizagem centrado no aluno. Ao final propõe-se um modelo que agrega os elementos desvelados durante a pesquisa, que são indicados como fatores que interferem na integração das tecnologias ao contexto escolar. Crenças e Conhecimento de Aprendizagem despontam como indicadores capazes de alterar o percurso da formação de professores para o uso das TDIC, sendo recomendado de serem desenvolvidos para que se possa efetivar esse processo tão arduamente estimulado e preconizado para o processo educativo do século XXI

In the study, the population of educators in 21st Century Classrooms across the State of Tennessee was surveyed to determine teachers' satisfaction with 21st Century program implementation and associated changes in instructional practices. During fall 1998, six hundred of the 4,800 21st century classroom teachers were surveyed using the Technology Use Questionnaire. Three hundred two completed surveys were returned. Frequency rates and percentages were calculated for each of the 33 questions and the 8 demographic items. The questions were grouped into 7 subscales: Administration, Teacher Training, Implementation, Integration, Use on the Job, Use at Home and Instructional Change. Correlation analysis determined that at the.05 alpha level there were significant relationships between 5 subscales (Administration, Teacher Training, Implementation of the Technology Plan, Integration, and Use on the Job) and Instructional Change. Conversely, there was no significant relationship between the demographic data and instructional change. In general, teachers were unsatisfied with the implementation of the Master Plan for the 21st Century program and had made only moderate instructional changes. The correlation data supported previous research citing teacher training, use on the job, inclusion in future planning, administrative support as impacting instructional change.

One-to-one mobile technology integration is the goal of increasing numbers of school districts each year, and many factors exist to consider when measuring success. The research problem for this qualitative study focused on one of the critical components for measuring success: the need for effective teacher professional development. The purpose of this study was to examine (a) principles and practices to facilitate the integration of one-to-one mobile technologies into professional learning experiences, and (b) the perceptions of technology instructional coaches regarding changes in teachers' practice and attitudes following professional development. The conceptual framework included Knowles's theory of andragogy and Koehler and Mishra's TPACK framework. In two rounds, 19 interviews were conducted with 13 technology instructional coaches. Thirteen coaches were interviewed in round one and from that data six high level coaches were identified for a second round of interviews. The data from both interview rounds were analyzed and coded to identify themes and categories. The key findings revealed that effective one-to-one mobile technology integration requires supportive leadership; building culture and relationships; instructional design with standards and frameworks; building collaborative, job-embedded teacher agency; and personalized learning with differentiated delivery. All stakeholders could use the key results to make informed decisions for planning and implementing professional learning opportunities. This study may affect positive social change by enhancing how technology is integrated into teaching and learning through increased teacher engagement in professional learning.

This qualitative bounded case study was designed to understand how technology integration in schools could be addressed in a first-wave country. The integration of educational technology in São Tomé and Príncipe (STP), a first-wave agricultural civilization, can narrow the divide between STP and third-wave information age societies. The conceptual framework was based on theories of change, learning, and context. Toffler’s wave theory described how societies changed while Fullan’s change theory examined how the people might change. Roger’s diffusion of innovations addressed how processes change. Bandura, Vygotsky, and Siemen provided the framework for the learning within the model of change. Finally, the context theories of Tessmer and Richey’s instructional design, Lave and Wenger’s situated learning, and Sticht’s functional context theory were applied. Twenty five individuals from 5 schools, including teachers, school directors, key educational stakeholders, and the minister of education were involved in a pilot project to integrate technology into the science curriculum. The data were collected via interviews, reflective summaries, and confidential narratives. The resulting data were analyzed to find emerging patterns. The results of this analysis showed that a first-wave civilization can adopt a third-wave civilization’s features in terms of technology integration, when there is the support of opinion leaders and most of the necessary contextual requirements are in place. The study contributes to social change by providing access to knowledge through technology integration, which empowers both teachers and students.

While professional development on the use of technology in the classroom aids educators to implement new teaching strategies, little is known about teachers' concerns with professional development specifically for adopting mobile technologies like iPads in their classrooms. The purpose of this study was to discover teachers' attitudes and perceptions toward teacher training for integration of the iPad into their classroom instruction. Using a case study approach and the concerns-based adoption model as a framework, this study examined teachers' concerns about their training for using the iPads in the classroom. Participants were 7 teachers from a small, suburban, Catholic K-8 school who rated their lowest and highest concerns about using iPads in the classroom. Data sources included the Stages of Concern Questionnaire, Levels of Use observation rubric, and one-on-one interviews. Data analysis included open and axial coding for identification of themes and patterns. Results indicated teachers had little concern with gaining extra training on classroom time and organization and with conflicts between their interests and teaching responsibilities when integrating iPads. Results also indicated they had high levels of concern regarding developing working relationships with fellow faculty members to maximize the benefits of iPad training, as well as about receiving additional iPad training. Finally, results indicated teachers' concerns with acquiring more iPads for students, as well as acquiring greater network connectivity within the school. These results will aid administrators and designers with making positive changes to professional development that both improve and increase teachers' successful integration of mobile technology in their classrooms.

There is a growing population of English language learners (ELLs) in elementary schools across the United States, and a current academic achievement gap between ELLs and non-ELLs. Researchers have found that integration of Web 2.0 tools has benefitted ELLs in language learning settings, outside of the general classroom. The research problem addressed in this study, based on TPACK, explored general education teachers' experiences with integrating Web 2.0 technology to support academic language acquisition by ELLs and revealed the successes and challenges the teachers encountered. The 6 female participants in this qualitative interview study were required to have experience (a) as a general education classroom teacher for at least 1 year (b) using Web 2.0 technologies in the classroom to support ELLs, and (c) teaching ELLs within the elementary classroom environment. Qualitative analysis of transcripts from 1-on-1 interviews involved a coding and recoding process, revealed that the teachers saw Web 2.0 technologies as effective in supporting student learning, building class community, and differentiating instruction. Challenges and needs they experienced included lack of access to technology, needs for professional development, and administrative support. Further research could explore integration of specific Web 2.0 technologies. Results of the study may lead to better informed decisions by policy makers and leaders about professional development, support needs, and language services. Addressing the technology needs of educators may potentially lead to equity for ELL students in general education settings that would empower ELLs to experience successful academic transitions through schooling, while decreasing the academic achievement gap.

School districts are increasingly adopting 1-to-1 technology initiatives to support 21st century teaching and learning; yet, there are still many challenges with the effective integration of technology into teacher instructional practices. Teacher's technological, pedagogical, content knowledge (TPACK) is an integral part in planning the instructional process for effective integration. In this quantitative study, teachers' knowledge of technology, content, and pedagogy was examined through the lens of TPACK and its relationship to their lesson design practices. Two validated TPACK instruments were used to collect data on 117 in-service teachers in a large, urban school district with a 1-to-1 technology initiative. A MANOVA and correlational analysis were performed, and results of this study indicated there were no statistically significant differences between teachers' constructs of TPACK and their years of experience in a 1-to-1 technology initiative. However, statistical significance was found between teachers' constructs of TPACK and their content area. Additionally, a correlation was found between teachers' TPACK, their lesson design practices, and design disposition. The results of this study may positively impact social change by informing school administrators and other educational change leaders in the planning of teacher instructional support to further develop teachers in the implementation of technology integration to support the 21st century learning needs of today's students.

This study aimed at investigating the attitudes of English language teachers in Turkey toward computer technology and the extent to which they use technology in language instruction. The data were collected from a sample of English teachers working at public schools all throughout Turkey. In order to ensure triangulation and complementarity, mixed methods research was used combining both quantitative and qualitative research methods. A questionnaire and semi-structured, face-to-face interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted so as to analyze the data. The results of the data analysis yielded positive findings regarding English teachers

The aim of this study was to investigate the effects of using a dynamic geometry environment together with open-ended explorations on sixth grade students&rsquo / performance in polygons and congruency and similarity of polygons. Two groups of sixth grade students were selected for this study: (1) An experimental group composed of 66 students whom 34 were boys and 32 were girls / and (2) a control group composed of 68 students whom 35 were boys and 33 were girls. While the students in the control group received instruction via traditional methods, the students in the experimental group studied the same topics by open-ended explorations in a dynamic geometry environment. Geometry Test (GT) and Computer Attitude Scale (CAS) were used as data collection instruments. All students had taken the GT as pre-test, post-test, and delayed post test. However, CAS was administered only to the experimental group at the end of the instruction. Furthermore, some qualitative data were collected through video-taped classroom observations and interviews with selected students. Pre-test scores showed no statistical difference between control and experimental group students in terms of their performances in polygons and congruency and similarity of polygons before the study. On the other hand, the results of the post and delayed-post tests which are analyzed by independent t test showed that experimental group achieved significantly better than the control group students. In addition, a statistically significant correlation between CAS and GT was observed. Those results were also supported by the qualitative data. In conclusion, the results indicated that dynamic geometry environment together with open-ended explorations significantly improved students&rsquo / performances in polygons and congruency and similarity of polygons.