東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Exploring College Instructors' Integ...

Martin, Junior.

Linked to FindBook

Google Book

Amazon

博客來

Exploring College Instructors' Integration of Technology into Their Curricula.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring College Instructors' Integration of Technology into Their Curricula./
Author:	Martin, Junior.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	320 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
Contained By:	Dissertation Abstracts International78-02A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10163370
ISBN:	9781369180626

Exploring College Instructors' Integration of Technology into Their Curricula.
Martin, Junior.

Exploring College Instructors' Integration of Technology into Their Curricula. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 320 p.

Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.

Thesis (Ed.D.)--Walden University, 2016.

Technology integration in the curriculum remains a challenge at different levels in the education system. In one Caribbean 4-year college, faculty are expected to prepare preservice teachers to integrate technology in classroom instruction. When preservice teachers are not prepared for technology integration, interventions are necessary to address this challenge of technology integration. The purpose of this qualitative bounded intrinsic case study was to gain an understanding of the process of technology integration by instructors at the research site. Davies' theory for understanding technological literacy and the technological, pedagogical, and content knowledge model conceptually framed this study. A purposeful sample of 13 instructors who integrated technology in their curricula and volunteered to participate were observed, interviewed, and provided documentation to explore how they integrated technology in their courses. Data were coded typologically using a priori codes and inductively to identify major themes regarding instructors' challenges and perceptions of technology integration. Instructors were consistent in their integration of technology, increased technology use when they held a positive view of technology, and did not use sufficient web-based tools. They expressed a need for additional technology integration training, because there is an absence of training opportunities offered in the area of technology integration. Based on these findings, a 3-day technology integration workshop was created for the instructors. These endeavors may contribute to positive social change by empowering instructors to adopt pedagogy that can transform the college classroom environment and can support instructors' teaching and learning, thus, preparing preservice teachers to embrace technology in their classrooms.

ISBN: 9781369180626Subjects--Topical Terms:

641065
Higher education.

Exploring College Instructors' Integration of Technology into Their Curricula.
LDR:02830nmm a2200337 4500 001 2124817
005 20171027132940.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781369180626
035 $a (MiAaPQ)AAI10163370
035 $a AAI10163370
040 $a MiAaPQ $c MiAaPQ
100 1 $a Martin, Junior. $3 3286838
245 1 0 $a Exploring College Instructors' Integration of Technology into Their Curricula.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 320 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
500 $a Adviser: Tom Cavanagh.
502 $a Thesis (Ed.D.)--Walden University, 2016.
520 $a Technology integration in the curriculum remains a challenge at different levels in the education system. In one Caribbean 4-year college, faculty are expected to prepare preservice teachers to integrate technology in classroom instruction. When preservice teachers are not prepared for technology integration, interventions are necessary to address this challenge of technology integration. The purpose of this qualitative bounded intrinsic case study was to gain an understanding of the process of technology integration by instructors at the research site. Davies' theory for understanding technological literacy and the technological, pedagogical, and content knowledge model conceptually framed this study. A purposeful sample of 13 instructors who integrated technology in their curricula and volunteered to participate were observed, interviewed, and provided documentation to explore how they integrated technology in their courses. Data were coded typologically using a priori codes and inductively to identify major themes regarding instructors' challenges and perceptions of technology integration. Instructors were consistent in their integration of technology, increased technology use when they held a positive view of technology, and did not use sufficient web-based tools. They expressed a need for additional technology integration training, because there is an absence of training opportunities offered in the area of technology integration. Based on these findings, a 3-day technology integration workshop was created for the instructors. These endeavors may contribute to positive social change by empowering instructors to adopt pedagogy that can transform the college classroom environment and can support instructors' teaching and learning, thus, preparing preservice teachers to embrace technology in their classrooms.
590 $a School code: 0543.
650 4 $a Higher education. $3 641065
650 4 $a Educational technology. $3 517670
650 4 $a Curriculum development. $3 684418
650 4 $a Pedagogy. $3 2122828
650 4 $a Teacher education. $3 3172312
650 4 $a Caribbean studies. $3 2122768
690 $a 0745
690 $a 0710
690 $a 0727
690 $a 0456
690 $a 0530
690 $a 0432
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 78-02A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10163370