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Fostering a collaborative process of...

Gray, Shalanda D.

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Fostering a collaborative process of technology integration inclusive of student voice.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Fostering a collaborative process of technology integration inclusive of student voice./
作者:	Gray, Shalanda D.
面頁冊數:	185 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4364.
Contained By:	Dissertation Abstracts International71-12A.
標題:	Education, Higher Education Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3426695
ISBN:	9781124287782

Fostering a collaborative process of technology integration inclusive of student voice.
Gray, Shalanda D.

Fostering a collaborative process of technology integration inclusive of student voice. - 185 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4364.

Thesis (Ed.D.)--Rowan University, 2010.

This study offered ideas for technology leaders to provide students with voice in campus technology integration processes. Results demonstrated the value of open communication between faculty, students, and technology leaders in the quest to incorporate technology into pedagogy. While exploring the students' ambition to have their voices heard in the process of integrating technology in the classroom, a series of outcomes emerged which have empowered faculty, staff, and technology leaders to cultivate ongoing dialogue aimed at enhancing classroom technology use.

ISBN: 9781124287782Subjects--Topical Terms:

1669382
Education, Higher Education Administration.

Fostering a collaborative process of technology integration inclusive of student voice.
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245 1 0 $a Fostering a collaborative process of technology integration inclusive of student voice.
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500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4364.
500 $a Adviser: Joanne Damminger.
502 $a Thesis (Ed.D.)--Rowan University, 2010.
520 $a This study offered ideas for technology leaders to provide students with voice in campus technology integration processes. Results demonstrated the value of open communication between faculty, students, and technology leaders in the quest to incorporate technology into pedagogy. While exploring the students' ambition to have their voices heard in the process of integrating technology in the classroom, a series of outcomes emerged which have empowered faculty, staff, and technology leaders to cultivate ongoing dialogue aimed at enhancing classroom technology use.
520 $a Because students are one of the primary stakeholders in the technology integration process, hearing their voice proved a vital component to developing a more constructivist and collaborative use of technology in the classroom. The preponderance of research (Hughes, 2005; Judson, 2006; Wepner, Bowes & Serotkin, 2007) regarding technology integration focused on educator beliefs and attitudes. That same research spoke of a need to incorporate a more student-centered, constructivist approach to the learning experience. Researchers (Becker, 2000; Hughes, 2005; Li, 2007; Neo, 2007) indicate that students, administration, and educators need to be on the same page or at least have an understanding of each other's position in the integration process. However, student understanding and position have not been considered.
520 $a Educators are change agents in the process of technology integration. However, if a constructivist, student-centered model of pedagogy is the ultimate goal of increased use of instructional technologies, then students must also be considered change agents and therefore factored in the integration process.
520 $a The goal of this action research based project was to develop a stakeholder inclusive method of technology integration; involving input from faculty, students, and technology leaders. The first cycle of research included classroom observations, focus groups, and interviews with faculty and students. During Cycle 2, interventions were developed to create a more collaborative and communicative environment where technology leaders, students, and faculty were able to openly share their needs, ideas, and concerns related to classroom and campus technology use. The third cycle of research implemented interventions from Cycle 2 and examined effectiveness.
520 $a A primary component of the research was a longitudinal study of my personal leadership throughout the course of the project. Major research findings included confirmation that students do have opinions regarding classroom technology use. However, study data revealed that students often kept their opinions to themselves because they saw faculty as the expert in their field. Research also uncovered a need for ongoing distribution of information regarding campus technology and faculty need for professional development to support use of classroom technology. Personal utilization of a democratic form of leadership proved successful in soliciting student feedback concerning technology integration.
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