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Middle School Teachers and Principal...

Majeski, Mark.

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Middle School Teachers and Principals Perspectives on Technology.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Middle School Teachers and Principals Perspectives on Technology./
作者:	Majeski, Mark.
面頁冊數:	149 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
標題:	Education, Technology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3587482
ISBN:	9781303247446

Middle School Teachers and Principals Perspectives on Technology.
Majeski, Mark.

Middle School Teachers and Principals Perspectives on Technology. - 149 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ed.D.)--The University of Nebraska - Lincoln, 2013.

In this study, the researcher endeavored to examine Morris County, New Jersey, middle school teacher and principal perspectives on the use of technology in their classrooms and schools. Specifically, this study examined teacher engagement, implementation and limitations related to the use of technology with middle school students.

ISBN: 9781303247446Subjects--Topical Terms:

1018012
Education, Technology of.

Middle School Teachers and Principals Perspectives on Technology.
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245 1 0 $a Middle School Teachers and Principals Perspectives on Technology.
300 $a 149 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Jody Isernhagen.
502 $a Thesis (Ed.D.)--The University of Nebraska - Lincoln, 2013.
520 $a In this study, the researcher endeavored to examine Morris County, New Jersey, middle school teacher and principal perspectives on the use of technology in their classrooms and schools. Specifically, this study examined teacher engagement, implementation and limitations related to the use of technology with middle school students.
520 $a This study used a mixed method approach to determine educator perspectives on technology use. The questions in the quantitative and qualitative phases of the study were correlated to the research questions as well as to selected national technology standards to substantiate the relationship between the data being collected and the research questions. The research centered on these sub-questions: 1. What is the perspective of middle level classroom teachers when using technology in a classroom setting? 2. What is the perspective of middle level principals when observing technology use in the classroom? 3. What perspectives do middle level teachers have about themselves with regard to the limitations they have concerning true technology integration in the classroom? 4. What perspectives do principals have in regard to the limitations they have concerning true technology integration in the classroom? 5. What are the limitations that middle level teachers and principals perceive that prevent true technology integration in their classrooms? 6. What contributes to middle level teacher engagement in the use of technology to promote academic achievement? 7. What perspectives do principals have that contribute to middle level teacher engagement in the use of technology to promote academic achievement?
520 $a Data sources used for collection purposes were an Internet survey, and a semi-structured interview process. Ninety to ninety-two percent of educators either fully or somewhat aligned themselves with the identified National Technology Standards or perceived their ability to meet these standards in their professional responsibilities. Themes emerging from the data indicated that educators are poised to make inroads on the use of technology in middle level classrooms. However, they are stymied by the lack of equipment and continual professional development needed to sustain and engage students in the learning process.
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