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

Teachers' Perceived Influences on Te...

Greenhaus, Karen Larsen.

FindBook

Google Book

Amazon

博客來

Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development./
作者:	Greenhaus, Karen Larsen.
面頁冊數:	268 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580422
ISBN:	9781303953958

Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development.
Greenhaus, Karen Larsen.

Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development. - 268 p.

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

Thesis (Ed.D.)--The College of William and Mary, 2014.

This qualitative grounded theory study explored teachers' instructional decisions around planning and practice for technology integration after participation in professional development. The purpose of this study was to determine how a long-term hybrid professional development experience influenced, if at all, math teachers' instructional decisions to integrate The Geometer's Sketchpad into their planning and classroom practice. There are several components for effective professional development suggested in the research literature. Professional development that is sustained over long periods of time, connected to teachers' practice, and provides active engagement in learning by participating teachers' is more likely to result in effective implementation of new skills and pedagogical practices (Darling-Hammond & McLaughlin, 1995; Polly & Hannafin, 2010). The seven participants in this study all experienced a seven-month hybrid professional development that was designed using these research-recommended components. The study took place ten months after the professional development. Sources of data included classroom observations, one-on-one interviews, and written lesson plans. Data generation occurred over a three-month span of time. Data were analyzed using constant-comparative methods. A theory grounded in the data found four perceived influences on teachers' instructional decisions around planning and practice for technology integration: curriculum and district expectations; professional development; teaching practices; and internal and external factors. These four influences work together, with curriculum and district expectations being the central influence. The findings from this study have implications for educational leaders around their decisions for technology acquisitions, use expectations and design of technology-focused professional development.

ISBN: 9781303953958Subjects--Topical Terms:

517670
Educational technology.

Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development.
LDR:02857nmm a2200289 4500 001 2068375
005 20160422121540.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303953958
035 $a (MiAaPQ)AAI3580422
035 $a AAI3580422
040 $a MiAaPQ $c MiAaPQ
100 1 $a Greenhaus, Karen Larsen. $3 3183309
245 1 0 $a Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development.
300 $a 268 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Mark J. Hofer.
502 $a Thesis (Ed.D.)--The College of William and Mary, 2014.
520 $a This qualitative grounded theory study explored teachers' instructional decisions around planning and practice for technology integration after participation in professional development. The purpose of this study was to determine how a long-term hybrid professional development experience influenced, if at all, math teachers' instructional decisions to integrate The Geometer's Sketchpad into their planning and classroom practice. There are several components for effective professional development suggested in the research literature. Professional development that is sustained over long periods of time, connected to teachers' practice, and provides active engagement in learning by participating teachers' is more likely to result in effective implementation of new skills and pedagogical practices (Darling-Hammond & McLaughlin, 1995; Polly & Hannafin, 2010). The seven participants in this study all experienced a seven-month hybrid professional development that was designed using these research-recommended components. The study took place ten months after the professional development. Sources of data included classroom observations, one-on-one interviews, and written lesson plans. Data generation occurred over a three-month span of time. Data were analyzed using constant-comparative methods. A theory grounded in the data found four perceived influences on teachers' instructional decisions around planning and practice for technology integration: curriculum and district expectations; professional development; teaching practices; and internal and external factors. These four influences work together, with curriculum and district expectations being the central influence. The findings from this study have implications for educational leaders around their decisions for technology acquisitions, use expectations and design of technology-focused professional development.
590 $a School code: 0261.
650 4 $a Educational technology. $3 517670
650 4 $a Mathematics education. $3 641129
650 4 $a Teacher education. $3 3172312
690 $a 0710
690 $a 0280
690 $a 0530
710 2 $a The College of William and Mary. $3 1018629
773 0 $t Dissertation Abstracts International $g 75-08A(E).
790 $a 0261
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580422