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Teachers' Perceived Influences on Te...

Greenhaus, Karen Larsen.

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Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development./
Author:	Greenhaus, Karen Larsen.
Description:	268 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580422
ISBN:	9781303953958

Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development.
Greenhaus, Karen Larsen.

Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development. - 268 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ed.D.)--The College of William and Mary, 2014.

This qualitative grounded theory study explored teachers' instructional decisions around planning and practice for technology integration after participation in professional development. The purpose of this study was to determine how a long-term hybrid professional development experience influenced, if at all, math teachers' instructional decisions to integrate The Geometer's Sketchpad into their planning and classroom practice. There are several components for effective professional development suggested in the research literature. Professional development that is sustained over long periods of time, connected to teachers' practice, and provides active engagement in learning by participating teachers' is more likely to result in effective implementation of new skills and pedagogical practices (Darling-Hammond & McLaughlin, 1995; Polly & Hannafin, 2010). The seven participants in this study all experienced a seven-month hybrid professional development that was designed using these research-recommended components. The study took place ten months after the professional development. Sources of data included classroom observations, one-on-one interviews, and written lesson plans. Data generation occurred over a three-month span of time. Data were analyzed using constant-comparative methods. A theory grounded in the data found four perceived influences on teachers' instructional decisions around planning and practice for technology integration: curriculum and district expectations; professional development; teaching practices; and internal and external factors. These four influences work together, with curriculum and district expectations being the central influence. The findings from this study have implications for educational leaders around their decisions for technology acquisitions, use expectations and design of technology-focused professional development.

ISBN: 9781303953958Subjects--Topical Terms:

517670
Educational technology.

Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development.
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500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Mark J. Hofer.
502 $a Thesis (Ed.D.)--The College of William and Mary, 2014.
520 $a This qualitative grounded theory study explored teachers' instructional decisions around planning and practice for technology integration after participation in professional development. The purpose of this study was to determine how a long-term hybrid professional development experience influenced, if at all, math teachers' instructional decisions to integrate The Geometer's Sketchpad into their planning and classroom practice. There are several components for effective professional development suggested in the research literature. Professional development that is sustained over long periods of time, connected to teachers' practice, and provides active engagement in learning by participating teachers' is more likely to result in effective implementation of new skills and pedagogical practices (Darling-Hammond & McLaughlin, 1995; Polly & Hannafin, 2010). The seven participants in this study all experienced a seven-month hybrid professional development that was designed using these research-recommended components. The study took place ten months after the professional development. Sources of data included classroom observations, one-on-one interviews, and written lesson plans. Data generation occurred over a three-month span of time. Data were analyzed using constant-comparative methods. A theory grounded in the data found four perceived influences on teachers' instructional decisions around planning and practice for technology integration: curriculum and district expectations; professional development; teaching practices; and internal and external factors. These four influences work together, with curriculum and district expectations being the central influence. The findings from this study have implications for educational leaders around their decisions for technology acquisitions, use expectations and design of technology-focused professional development.
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