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

Teacher Perceptions on the Use of Te...

Harvil, Holly Renee.

FindBook

Google Book

Amazon

博客來

Teacher Perceptions on the Use of Technology with English Language Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher Perceptions on the Use of Technology with English Language Learners./
作者:	Harvil, Holly Renee.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	269 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10814762
ISBN:	9780438033054

Teacher Perceptions on the Use of Technology with English Language Learners.
Harvil, Holly Renee.

Teacher Perceptions on the Use of Technology with English Language Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 269 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2018.

The purpose of this transcendental phenomenological study was to understand general education teachers' perceptions regarding their use of technology with students who qualify for English Language Learner services in an urban Georgia school district. The self-efficacy theory originated by Bandura was used to examine 17 teachers' experiences of using technology as possible personal preference or as being influenced by environmental factors. The following three research questions were used: (1) How do teachers describe their use of technology in a classroom setting? (2) What are the participants' understandings of instructional technology in relation to ELL students? (3) How do teachers of ELL students describe their confidence in integrating instructional technology? Participants were interviewed by the researcher, participated in a focus group, and answered a questionnaire. Moustakas' seven steps were used to analyze the data including horizonalization, identifying individual and composite textural descriptions, and developing structural themes. Each participants' experiences were viewed independently and then grouped by meaning and similarities into clusters. Results indicated participants used technology daily for instructional and organizational purposes, participants used research based instructional strategies, including technology, but viewed them as universal strategies to use with all students including ELLS, and participants' confidence in integrating technology varied based on perceived barriers. Implications for the classroom teachers and their ELLs and for district leaders were discovered and discussed. Recommendations for future research include duplication of the study with a larger sample size or participants from across Georgia or the United States, blended learning for ELLs, and teacher expectation for ELLs.

ISBN: 9780438033054Subjects--Topical Terms:

517670
Educational technology.

Teacher Perceptions on the Use of Technology with English Language Learners.
LDR:02826nmm a2200313 4500 001 2160335
005 20180724121431.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780438033054
035 $a (MiAaPQ)AAI10814762
035 $a (MiAaPQ)liberty:12228
035 $a AAI10814762
040 $a MiAaPQ $c MiAaPQ
100 1 $a Harvil, Holly Renee. $0 (orcid)0000-0002-3902-251X $3 3348258
245 1 0 $a Teacher Perceptions on the Use of Technology with English Language Learners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 269 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Araceli G. Montoya.
502 $a Thesis (Ed.D.)--Liberty University, 2018.
520 $a The purpose of this transcendental phenomenological study was to understand general education teachers' perceptions regarding their use of technology with students who qualify for English Language Learner services in an urban Georgia school district. The self-efficacy theory originated by Bandura was used to examine 17 teachers' experiences of using technology as possible personal preference or as being influenced by environmental factors. The following three research questions were used: (1) How do teachers describe their use of technology in a classroom setting? (2) What are the participants' understandings of instructional technology in relation to ELL students? (3) How do teachers of ELL students describe their confidence in integrating instructional technology? Participants were interviewed by the researcher, participated in a focus group, and answered a questionnaire. Moustakas' seven steps were used to analyze the data including horizonalization, identifying individual and composite textural descriptions, and developing structural themes. Each participants' experiences were viewed independently and then grouped by meaning and similarities into clusters. Results indicated participants used technology daily for instructional and organizational purposes, participants used research based instructional strategies, including technology, but viewed them as universal strategies to use with all students including ELLS, and participants' confidence in integrating technology varied based on perceived barriers. Implications for the classroom teachers and their ELLs and for district leaders were discovered and discussed. Recommendations for future research include duplication of the study with a larger sample size or participants from across Georgia or the United States, blended learning for ELLs, and teacher expectation for ELLs.
590 $a School code: 1052.
650 4 $a Educational technology. $3 517670
650 4 $a English as a second language. $3 516208
650 4 $a Education. $3 516579
690 $a 0710
690 $a 0441
690 $a 0515
710 2 $a Liberty University. $b School of Education. $3 1017771
773 0 $t Dissertation Abstracts International $g 79-10A(E).
790 $a 1052
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10814762