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Maker, Jodi Lynn.

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Examining the relationship between professional learning communities and K-12 teachers' implementation of technology.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Examining the relationship between professional learning communities and K-12 teachers' implementation of technology./
Author:	Maker, Jodi Lynn.
Description:	98 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.
Contained By:	Dissertation Abstracts International74-05A(E).
Subject:	Education, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3547442
ISBN:	9781267821164

Examining the relationship between professional learning communities and K-12 teachers' implementation of technology.
Maker, Jodi Lynn.

Examining the relationship between professional learning communities and K-12 teachers' implementation of technology. - 98 p.

Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.

Thesis (Ed.D.)--The University of West Florida, 2012.

Technology is interwoven in many aspects of society and has become an integral part of education. Teachers are expected to provide authentic learning opportunities for students and prepare them to function in a society that has become technologically dependent. The institutionalization of technology can only take place if school leaders provide an environment supportive of teacher communication and collaboration with peers. The creation of an interdependent culture built on a shared vision of academic success for all students and professional growth of teachers are critical components of such an environment. This quantitative correlational study examines the relationship between school culture and K-12 teachers' level of technology implementation and provides suggestions to school leaders desiring to increase teaching innovation and create a culture of inquiry for both teachers and students.

ISBN: 9781267821164Subjects--Topical Terms:

1019158
Education, General.

Examining the relationship between professional learning communities and K-12 teachers' implementation of technology.
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245 1 0 $a Examining the relationship between professional learning communities and K-12 teachers' implementation of technology.
300 $a 98 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.
500 $a Includes supplementary digital materials.
500 $a Adviser: Thomas J. Kramer.
502 $a Thesis (Ed.D.)--The University of West Florida, 2012.
520 $a Technology is interwoven in many aspects of society and has become an integral part of education. Teachers are expected to provide authentic learning opportunities for students and prepare them to function in a society that has become technologically dependent. The institutionalization of technology can only take place if school leaders provide an environment supportive of teacher communication and collaboration with peers. The creation of an interdependent culture built on a shared vision of academic success for all students and professional growth of teachers are critical components of such an environment. This quantitative correlational study examines the relationship between school culture and K-12 teachers' level of technology implementation and provides suggestions to school leaders desiring to increase teaching innovation and create a culture of inquiry for both teachers and students.
590 $a School code: 0688.
650 4 $a Education, General. $3 1019158
650 4 $a Education, Technology of. $3 1018012
650 4 $a Education, Leadership. $3 1035576
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710 2 $a The University of West Florida. $b Applied Science, Technology, and Administration. $3 2099489
773 0 $t Dissertation Abstracts International $g 74-05A(E).
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791 $a Ed.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3547442