A variety of computing devices are available in today’s classrooms, but they have
not guaranteed the effective integration of technology. Nationally, teachers have ample
devices, applications, productivity software, and digital audio and video tools. Despite
all this, the literature suggests these tools are not employed to enhance student learning
according to best practices. The purpose of this qualitative case study was to describe
and understand perceptions of a technology integration professional development (TIPD)
experience of elementary teachers at a suburban, independent school. The TIPD was an
ongoing, 40-minute class led by a technology specialist, taking place in teachers’
classrooms, engaging teachers and their students in a 1:1 Chromebook environment.
Data collected were through classroom observations, teacher written reflections,
school documents, and face-to-face interviews. The results of multiple cycles of coding
wrought findings in regard to teachers’ perceptions of effective technology integration, technology class as professional development (PD), and technology class as enabling
effective technology integration. The findings showed teachers perceived technology
integration to be effective if it benefited the skills or productivity of themselves or their
students and if it directly related to their curriculum. Teachers required the support of
their colleagues, technology specialist, IT department, as well as traditional and
alternative forms of PD to overcome internal and external barriers to integration. Five of
the seven teachers explicitly conveyed the technology class to be effective TIPD and all
seven learned about a technology tool or resource, technical knowledge or skills, or ideas
for integration during the technology classes. Findings also showed the technology class
enabled reflection, which led to ideas for integration; the class enabled integration when
the content was related to or the tools were useful for their subject area; the class
provided the collaboration necessary for integration to occur. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_39814 |
| Contributors | Yankelevich, Eleonora (author), Weber, Roberta K. (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Curriculum, Culture, and Educational Inquiry |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 180 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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