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

Middle and High School Teacher Perce...

Ivey, Christian Nicole.

FindBook

Google Book

Amazon

博客來

Middle and High School Teacher Perceptions of iPhone and iPad Usage in Mathematics Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Middle and High School Teacher Perceptions of iPhone and iPad Usage in Mathematics Education./
作者:	Ivey, Christian Nicole.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	108 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10224740
ISBN:	9781369870671

Middle and High School Teacher Perceptions of iPhone and iPad Usage in Mathematics Education.
Ivey, Christian Nicole.

Middle and High School Teacher Perceptions of iPhone and iPad Usage in Mathematics Education. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 108 p.

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ed.D.)--The University of Alabama, 2017.

The symbolic, abstract, and visual nature of mathematics makes the subject one of the most challenging to teach. However, with the introduction of technological interventions, it is possible to expedite the learning process by making the learning experience more appealing to the student. This paper sought to explore the perceptions of teachers on the efficacy of iPad and iPhone use in advancing learning of mathematics. The quantitative study surveyed a sample of 100 purposively selected teachers teaching mathematics at middle and high school levels in Coosa County, Alabama. Semi-structured questioners were used in collecting data from the respondents and entered in SPSS for analysis.

ISBN: 9781369870671Subjects--Topical Terms:

517670
Educational technology.

Middle and High School Teacher Perceptions of iPhone and iPad Usage in Mathematics Education.
LDR:02764nmm a2200313 4500 001 2127656
005 20180105074617.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369870671
035 $a (MiAaPQ)AAI10224740
035 $a AAI10224740
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ivey, Christian Nicole. $3 3289817
245 1 0 $a Middle and High School Teacher Perceptions of iPhone and iPad Usage in Mathematics Education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 108 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
500 $a Adviser: Philo Hutcheson.
502 $a Thesis (Ed.D.)--The University of Alabama, 2017.
520 $a The symbolic, abstract, and visual nature of mathematics makes the subject one of the most challenging to teach. However, with the introduction of technological interventions, it is possible to expedite the learning process by making the learning experience more appealing to the student. This paper sought to explore the perceptions of teachers on the efficacy of iPad and iPhone use in advancing learning of mathematics. The quantitative study surveyed a sample of 100 purposively selected teachers teaching mathematics at middle and high school levels in Coosa County, Alabama. Semi-structured questioners were used in collecting data from the respondents and entered in SPSS for analysis.
520 $a The findings indicate that majority of the respondents found the frequent use of iPads in the classroom to be important in improving student understanding (74.55), enhancing communication (89.2%), and improving performance (91%). While there might be certain barriers such as lack of support from administration or insufficient access that could limit the adoption of the iPads in certain circumstances, their usage is associated with improved learning outcomes among all sets of students ranging from fast learners to slow learners among others. The results concur with existing literature, especially Dewey's theory that shows that learning can be influenced positively by presenting students with opportunities to experience the iPad.
520 $a Notwithstanding that while technological interventions in the form of iPads and iPhone may facilitate proper communication, efficient ways of passing instructions from teachers to students and act as advanced methods of solving math's problems and thus easing teaching of mathematics, their usage should be limited to that of supporting the process of actual instructing.
590 $a School code: 0004.
650 4 $a Educational technology. $3 517670
650 4 $a Mathematics education. $3 641129
690 $a 0710
690 $a 0280
710 2 $a The University of Alabama. $b Educational Leadership, Policy, and Technology Studies. $3 2095232
773 0 $t Dissertation Abstracts International $g 78-11A(E).
790 $a 0004
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10224740