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Middle school mathematics teachers' ...

Hampshire, Onequa N.

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Middle school mathematics teachers' experiences with school-based and district-based support and its relationship to integrating technology.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Middle school mathematics teachers' experiences with school-based and district-based support and its relationship to integrating technology./
Author:	Hampshire, Onequa N.
Description:	158 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, Middle School. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3617141
ISBN:	9781303842795

Middle school mathematics teachers' experiences with school-based and district-based support and its relationship to integrating technology.
Hampshire, Onequa N.

Middle school mathematics teachers' experiences with school-based and district-based support and its relationship to integrating technology. - 158 p.

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

Thesis (Ph.D.)--Capella University, 2014.

Technological advances play a major role in educating students' in mathematics. Research indicates that technology could create learning environments that support innovativeness and assist teachers in developing a positive attitude toward integrating technology. Unfortunately, teachers are not utilizing technology on a regular basis in mathematics classroom instructional practices. Research suggests that teachers know that technology is a valuable tool, however, 53% of teachers do not integrate technology. The attribution of not integrating technology could affect the teachers' subsequent motivation to integrate technology into instructional practices. The purpose of this quantitative study was to examine the relationship between school-based support of technology and the integration of technology into the Grades 4-9 mathematics classroom. Next, this quantitative study examined the relationship between district-based support of technology and the integration of technology into Grades 4-9 mathematics classroom. Finally, this quantitative study explored the predictive relationship between how effectively technology is integrated into the classroom by Grades 4-9 mathematics novice teachers and veteran teachers. Data were collected in mid-Summer 2013 and exported directly from SurveyMonkeyRTM to SPSS for analysis. The data indicated that there was an increase in motivation to integrate technology into their mathematics classroom practices after the school-based (68.4% (39) N=57) and district-based (74.1% (40) N=54) technology professional development courses.

ISBN: 9781303842795Subjects--Topical Terms:

1030813
Education, Middle School.

Middle school mathematics teachers' experiences with school-based and district-based support and its relationship to integrating technology.
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500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
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502 $a Thesis (Ph.D.)--Capella University, 2014.
520 $a Technological advances play a major role in educating students' in mathematics. Research indicates that technology could create learning environments that support innovativeness and assist teachers in developing a positive attitude toward integrating technology. Unfortunately, teachers are not utilizing technology on a regular basis in mathematics classroom instructional practices. Research suggests that teachers know that technology is a valuable tool, however, 53% of teachers do not integrate technology. The attribution of not integrating technology could affect the teachers' subsequent motivation to integrate technology into instructional practices. The purpose of this quantitative study was to examine the relationship between school-based support of technology and the integration of technology into the Grades 4-9 mathematics classroom. Next, this quantitative study examined the relationship between district-based support of technology and the integration of technology into Grades 4-9 mathematics classroom. Finally, this quantitative study explored the predictive relationship between how effectively technology is integrated into the classroom by Grades 4-9 mathematics novice teachers and veteran teachers. Data were collected in mid-Summer 2013 and exported directly from SurveyMonkeyRTM to SPSS for analysis. The data indicated that there was an increase in motivation to integrate technology into their mathematics classroom practices after the school-based (68.4% (39) N=57) and district-based (74.1% (40) N=54) technology professional development courses.
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