東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teacher Perception of Technology Inf...

Knapp, Teri Lynn.

Linked to FindBook

Google Book

Amazon

博客來

Teacher Perception of Technology Influence on Engagement in Professional Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher Perception of Technology Influence on Engagement in Professional Development./
Author:	Knapp, Teri Lynn.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	357 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27833000
ISBN:	9798607307769

Teacher Perception of Technology Influence on Engagement in Professional Development.
Knapp, Teri Lynn.

Teacher Perception of Technology Influence on Engagement in Professional Development. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 357 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ph.D.)--Grand Canyon University, 2020.

This item must not be sold to any third party vendors.

The purpose of this qualitative, exploratory case study was to explore how teachers perceived the influence of technology on their ability to relate to, create knowledge in, and donate learning from professional development activities in a single K-8 charter school district in Arizona. The theoretical foundation of this study was engagement theory, which is used to understand adult learners in technology-enhanced learning environments. The research questions were: 1) How do K-8 charter school teachers perceive the influence of technology on their ability to relate to professional development activities?, 2) How do K-8 charter school teachers perceive the influence of technology on their ability to create knowledge in professional development activities?, and 3) How do K-8 charter school teachers perceive the influence of technology on their ability to donate learning from professional development activities? The sample included teachers from five campuses within one K-8 charter school district in Arizona. This study used a qualitative methodology and an exploratory case study design focused on understanding the perception of teachers of their engagement in technology-enhanced professional development sessions. Data were collected using a multi-part online questionnaire, a semi-structured interview protocol, and a focus group protocol. Data were analyzed using thematic analysis and theoretical coding. Important findings of this study support a revised model of engagement theory. The themes identified in the data were: 1) value of collaboration, 2) reflection, 3) learning, 4) application or implementation, 5) barriers, and 6) emotions. Recommendations for future research on teacher professional development are presented.

ISBN: 9798607307769Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Enaggement theory

Teacher Perception of Technology Influence on Engagement in Professional Development.
LDR:02909nmm a2200373 4500 001 2266971
005 20200623063217.5
008 220629s2020 ||||||||||||||||| ||eng d
020 $a 9798607307769
035 $a (MiAaPQ)AAI27833000
035 $a AAI27833000
040 $a MiAaPQ $c MiAaPQ
100 1 $a Knapp, Teri Lynn. $3 3544206
245 1 0 $a Teacher Perception of Technology Influence on Engagement in Professional Development.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 357 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
500 $a Advisor: Martin, William.
502 $a Thesis (Ph.D.)--Grand Canyon University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this qualitative, exploratory case study was to explore how teachers perceived the influence of technology on their ability to relate to, create knowledge in, and donate learning from professional development activities in a single K-8 charter school district in Arizona. The theoretical foundation of this study was engagement theory, which is used to understand adult learners in technology-enhanced learning environments. The research questions were: 1) How do K-8 charter school teachers perceive the influence of technology on their ability to relate to professional development activities?, 2) How do K-8 charter school teachers perceive the influence of technology on their ability to create knowledge in professional development activities?, and 3) How do K-8 charter school teachers perceive the influence of technology on their ability to donate learning from professional development activities? The sample included teachers from five campuses within one K-8 charter school district in Arizona. This study used a qualitative methodology and an exploratory case study design focused on understanding the perception of teachers of their engagement in technology-enhanced professional development sessions. Data were collected using a multi-part online questionnaire, a semi-structured interview protocol, and a focus group protocol. Data were analyzed using thematic analysis and theoretical coding. Important findings of this study support a revised model of engagement theory. The themes identified in the data were: 1) value of collaboration, 2) reflection, 3) learning, 4) application or implementation, 5) barriers, and 6) emotions. Recommendations for future research on teacher professional development are presented.
590 $a School code: 1582.
650 4 $a Education. $3 516579
650 4 $a Continuing education. $3 527504
650 4 $a Adult education. $3 543202
653 $a Enaggement theory
653 $a Engagement
653 $a Professional development
653 $a Teacher
653 $a Technology
690 $a 0515
690 $a 0651
690 $a 0516
710 2 $a Grand Canyon University. $b College of Doctoral Studies. $3 2097618
773 0 $t Dissertations Abstracts International $g 81-10A.
790 $a 1582
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27833000