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Teacher Perception of Technology Inf...

Knapp, Teri Lynn.

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Teacher Perception of Technology Influence on Engagement in Professional Development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher Perception of Technology Influence on Engagement in Professional Development./
作者:	Knapp, Teri Lynn.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	357 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27833000
ISBN:	9798607307769

Teacher Perception of Technology Influence on Engagement in Professional Development.
Knapp, Teri Lynn.

Teacher Perception of Technology Influence on Engagement in Professional Development. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 357 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ph.D.)--Grand Canyon University, 2020.

This item must not be sold to any third party vendors.

The purpose of this qualitative, exploratory case study was to explore how teachers perceived the influence of technology on their ability to relate to, create knowledge in, and donate learning from professional development activities in a single K-8 charter school district in Arizona. The theoretical foundation of this study was engagement theory, which is used to understand adult learners in technology-enhanced learning environments. The research questions were: 1) How do K-8 charter school teachers perceive the influence of technology on their ability to relate to professional development activities?, 2) How do K-8 charter school teachers perceive the influence of technology on their ability to create knowledge in professional development activities?, and 3) How do K-8 charter school teachers perceive the influence of technology on their ability to donate learning from professional development activities? The sample included teachers from five campuses within one K-8 charter school district in Arizona. This study used a qualitative methodology and an exploratory case study design focused on understanding the perception of teachers of their engagement in technology-enhanced professional development sessions. Data were collected using a multi-part online questionnaire, a semi-structured interview protocol, and a focus group protocol. Data were analyzed using thematic analysis and theoretical coding. Important findings of this study support a revised model of engagement theory. The themes identified in the data were: 1) value of collaboration, 2) reflection, 3) learning, 4) application or implementation, 5) barriers, and 6) emotions. Recommendations for future research on teacher professional development are presented.

ISBN: 9798607307769Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Enaggement theory

Teacher Perception of Technology Influence on Engagement in Professional Development.
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