This research described and analyzed teachers’ perceptions of technology as a
catalyst for stimulating classroom constructivist practices. The teachers were located at
multiple schools in one Florida county. The teachers were selected based on participation
in the Education through Dynamic Global Experiences (EDGE) program. This One-to-
One program provides one laptop for every classroom teacher and student.
The most frequent ideas in the literature fell into three sections. First is the need to
integrate technology as part of the curricula and use constructivism as a theoretical
framework for technology integration. The second relates to the best practices of
incorporating classroom technology driven by constructivist theory and Self-Regulated
Learning (SRL). The third describes one county’s EDGE program and related literature.
Two focus groups gathered information from teachers with various levels of
classroom and EDGE experience regarding perceptions of a One-to-One classroom.
Teachers were surveyed regarding perceptions of processes of using technology as a
catalyst for constructivist practices, changing teaching and learning, teaching style, and
curriculum content delivery.
Conclusion:
Data collected from teacher surveys and focus groups support the premise that
“Elementary teacher’s perceptions of technology as a catalyst for constructivist practices
in the classroom” is valid. This conclusion was demonstrated by evaluating teacher
perceptions, patterns of experiences, and the emergence of constructivist instructional
practices when technology is infused in the curriculum. The major recurring themes
supported a constructivist culture that was: collaborative and independent, receptive to
individuals and valued their relationships, replete with opportunities for distributed
leadership, interconnected with integrated technology, populated with highly engaged
and motivated individuals, self-sustaining, safe and nonjudgmental, vision driven, built
on authentic assessment and curriculum, and evolving at the speed of technology.
Implications follow:
1. Technology can be used as a catalyst for classroom constructivist practices
2. Teachers believe that technology supports increasing standardized test scores.
3. Training in constructivism promotes use of technology by teachers and speeds
changing teaching pedagogy into constructivist practices.
4. Teachers’ perceptions are important in changing pedagogy toward
constructivism.
5. School administration must support classroom technology and constructivist
teaching
6. Students and teachers can collaborate in designing, developing, and
implementing their learning experiences and students can actually take control of
their learning experiences.
| Identifer | oai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-4820 |
| Date | 08 November 2010 |
| Creators | Menard, Lynne Brown |
| Publisher | Scholar Commons |
| Source Sets | University of South Flordia |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Theses and Dissertations |
| Rights | default |
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