東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Stuffing the Classroom into a Laptop...

Leuthold, James.

FindBook

Google Book

Amazon

博客來

Stuffing the Classroom into a Laptop: Characterizing Teacher Experiences Transitioning to Remote Instruction During the Covid-19 Pandemic.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Stuffing the Classroom into a Laptop: Characterizing Teacher Experiences Transitioning to Remote Instruction During the Covid-19 Pandemic./
作者:	Leuthold, James.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	182 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
Contained By:	Dissertations Abstracts International82-11A.
標題:	Adult education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28491579
ISBN:	9798728242376

Stuffing the Classroom into a Laptop: Characterizing Teacher Experiences Transitioning to Remote Instruction During the Covid-19 Pandemic.
Leuthold, James.

Stuffing the Classroom into a Laptop: Characterizing Teacher Experiences Transitioning to Remote Instruction During the Covid-19 Pandemic. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 182 p.

Source: Dissertations Abstracts International, Volume: 82-11, Section: A.

Thesis (Ed.D.)--University of South Dakota, 2021.

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

Technology professional development for teachers typically relies on formal training or courses, but the forced, sudden transition to technology-based instruction in the spring of 2020 meant many instructors had to engage in self-directed professional development in a high-stakes, sink or swim environment. This qualitative narrative oral history study investigates the stories of two teachers during the pandemic through the lens of the Technology Adoption Model and TPACK, focusing on the participants' experiences using technology to reach their students. One participant had high computer self-efficacy, the other had low computer self-efficacy. Both participants relied on existing technologies they had in place prior to the pandemic and learned Zoom to return to instruction as close to normally as possible. Emergent themes were Motivation, Emotional Reactions, Instructional Strategies Influenced the Decision to Adopt New Technology, and Leadership. Implications include adapting professional development to accommodate teacher instructional practices and their computer self-efficacy, differentiating professional development based on computer skills, and allocating time and resources to account for teacher needs and priorities.

ISBN: 9798728242376Subjects--Topical Terms:

543202
Adult education.
Subjects--Index Terms:

Computer self-efficacy

Stuffing the Classroom into a Laptop: Characterizing Teacher Experiences Transitioning to Remote Instruction During the Covid-19 Pandemic.
LDR:02492nmm a2200373 4500 001 2283326
005 20211029084548.5
008 220723s2021 ||||||||||||||||| ||eng d
020 $a 9798728242376
035 $a (MiAaPQ)AAI28491579
035 $a AAI28491579
040 $a MiAaPQ $c MiAaPQ
100 1 $a Leuthold, James. $3 3562271
245 1 0 $a Stuffing the Classroom into a Laptop: Characterizing Teacher Experiences Transitioning to Remote Instruction During the Covid-19 Pandemic.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 182 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
500 $a Advisor: Lehmann, Erin.
502 $a Thesis (Ed.D.)--University of South Dakota, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Technology professional development for teachers typically relies on formal training or courses, but the forced, sudden transition to technology-based instruction in the spring of 2020 meant many instructors had to engage in self-directed professional development in a high-stakes, sink or swim environment. This qualitative narrative oral history study investigates the stories of two teachers during the pandemic through the lens of the Technology Adoption Model and TPACK, focusing on the participants' experiences using technology to reach their students. One participant had high computer self-efficacy, the other had low computer self-efficacy. Both participants relied on existing technologies they had in place prior to the pandemic and learned Zoom to return to instruction as close to normally as possible. Emergent themes were Motivation, Emotional Reactions, Instructional Strategies Influenced the Decision to Adopt New Technology, and Leadership. Implications include adapting professional development to accommodate teacher instructional practices and their computer self-efficacy, differentiating professional development based on computer skills, and allocating time and resources to account for teacher needs and priorities.
590 $a School code: 0203.
650 4 $a Adult education. $3 543202
650 4 $a Higher education. $3 641065
653 $a Computer self-efficacy
653 $a Education leadership
653 $a Narrative
653 $a Professional development
653 $a Technology adoption model
653 $a Tpack
690 $a 0516
690 $a 0745
710 2 $a University of South Dakota. $b Educational Administration. $3 1681009
773 0 $t Dissertations Abstracts International $g 82-11A.
790 $a 0203
791 $a Ed.D.
792 $a 2021
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28491579