The purpose of this qualitative study was to provide an examination of beliefs, context factors, and practices of exemplary teachers that lead to a technology-enriched curriculum. Three middle school teachers participated. Using both direct and participant observation the Spradley model was followed with three rounds of observations: (1) descriptive, (2) focused, and (3) selective. Interviews were conducted with open-ended questions and documents were collected from the parish website. This research provides: (1) up-to-date information on what and how educational technology is used today; and (2) information which gives other educators an understanding of what beliefs and context factors influence teachers to integrate technology into their curriculum. Findings suggest that these middle school teachers believe technology is a tool that adds value to lessons and to students' learning and motivation. Due to a personal interest in technology, these teachers are self-taught and apply for grants to acquire new hardware and software. They receive support for release time to continue with ongoing professional development, which has helped to change their teaching strategies from teacher-centered to student-centered. They are not afraid to take risk using trial and error, flexible planning, project-based lessons, varying roles, varying grouping, and providing multiple activities in their classroom practices. Students are allowed to make choices, be independent, and take responsibility for themselves and their work.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-08172004-174948 |
| Date | 18 August 2004 |
| Creators | Angers, Juliette D. |
| Contributors | David Blouin, Kim MacGregor, Michael Burnett, Krisanna Machtmes, Geraldine Johnson |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-08172004-174948/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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