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Instructional Personnel Perceptions on Integrating Instructional Technology in K-12 Classrooms: A Case Study

Integrating digital pedagogy into instruction in a manner that promotes critical thinking and drives increased student achievement and engagement in all classrooms is a goal of many campuses and districts that invest heavily in hardware, software, and professional development on an annual basis. Digital pedagogy goals tend to center around preparing students for the 21st century workforce, promoting instruction that is more engaging, and providing deeper learning for all students; however, achieving these goals is not possible without teachers willing and able to effectively implement instructional technology into the content they are teaching. The conceptual framework consists of digital leadership, teacher engagement, and resources and supports. This case study focused on the district-wide integration of technology into instruction through the elements found in the conceptual framework. Educators, from kindergarten through twelfth grade were surveyed about their attitudes, self-efficacy perceptions and willingness to integrate digital pedagogies into their current teaching practices. The online survey that utilized Likert-like scales to gather demographic information as well educator perceptions on digital integration, teaching philosophy, digital self-efficacy, and leadership's focus and expectations regarding instructional technology. Additional data, from a variety of district documents, was also gathered on leadership, professional development, and infrastructure supports utilized to implement instructional technology.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc1505226
Date05 1900
CreatorsAgent, Renee L
ContributorsVoelkel, Robert, Keller, Jean, Mayes, Garry, Navarre, Becky
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatviii, 107 pages, Text
RightsPublic, Agent, Renee L, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

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