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Classroom technology integration: A ...

McDowell, Darrell Grady.

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Classroom technology integration: A comparative study of participants and non-participants in the 21st Century Model Classroom program.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Classroom technology integration: A comparative study of participants and non-participants in the 21st Century Model Classroom program./
Author:	McDowell, Darrell Grady.
Description:	132 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
Subject:	Education, Technology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3560722
ISBN:	9781303071812

Classroom technology integration: A comparative study of participants and non-participants in the 21st Century Model Classroom program.
McDowell, Darrell Grady.

Classroom technology integration: A comparative study of participants and non-participants in the 21st Century Model Classroom program. - 132 p.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Thesis (Ed.D.)--Western Carolina University, 2013.

This study provided a unique opportunity to examine how two groups of teachers experienced the integration of technology in a K-12 school system in the southeastern United States. The total number of respondents (n=338) included 21st Century Model Classroom (CMC) program teachers (n=27) and non-participants (n=311). Teachers in the 21st CMC program were given advanced technology equipment and relevant professional development. The non-participants received less training and had limited access to advanced technology equipment. Guskey's (2000) "Five Levels of Professional Development Evaluation" was combined with technological pedagogical content knowledge (TPCK) (Harris, Mishra, and Koehler, 2009) to create a survey for comparing the two groups. Cronbach's (1984) "alpha measurement" of internal consistency revealed an alpha score of .911 for the questionnaire; hence, the quantitative survey was found to be highly reliable. Many similarities were found among the respondents. However, significant differences were found on nine of the forty-four quantitative survey items. Effect size measurements were also calculated for those nine items. Open-ended survey items yielded rich qualitative data. More than two-thirds of all respondents surveyed were positive about their access to professional development and technology equipment. They were equally optimistic in their overall beliefs about integrating technology in the classroom. The data and the views of the teachers provided exclusive information for improving instruction through technology integration.

ISBN: 9781303071812Subjects--Topical Terms:

1018012
Education, Technology of.

Classroom technology integration: A comparative study of participants and non-participants in the 21st Century Model Classroom program.
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100 1 $a McDowell, Darrell Grady. $3 2097901
245 1 0 $a Classroom technology integration: A comparative study of participants and non-participants in the 21st Century Model Classroom program.
300 $a 132 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
500 $a Adviser: Ellen A. Sigler.
502 $a Thesis (Ed.D.)--Western Carolina University, 2013.
520 $a This study provided a unique opportunity to examine how two groups of teachers experienced the integration of technology in a K-12 school system in the southeastern United States. The total number of respondents (n=338) included 21st Century Model Classroom (CMC) program teachers (n=27) and non-participants (n=311). Teachers in the 21st CMC program were given advanced technology equipment and relevant professional development. The non-participants received less training and had limited access to advanced technology equipment. Guskey's (2000) "Five Levels of Professional Development Evaluation" was combined with technological pedagogical content knowledge (TPCK) (Harris, Mishra, and Koehler, 2009) to create a survey for comparing the two groups. Cronbach's (1984) "alpha measurement" of internal consistency revealed an alpha score of .911 for the questionnaire; hence, the quantitative survey was found to be highly reliable. Many similarities were found among the respondents. However, significant differences were found on nine of the forty-four quantitative survey items. Effect size measurements were also calculated for those nine items. Open-ended survey items yielded rich qualitative data. More than two-thirds of all respondents surveyed were positive about their access to professional development and technology equipment. They were equally optimistic in their overall beliefs about integrating technology in the classroom. The data and the views of the teachers provided exclusive information for improving instruction through technology integration.
520 $a Keywords: quantitative, qualitative, professional development, technology integration, collaboration, constructivism, teacher beliefs, engagement, leadership.
590 $a School code: 1373.
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650 4 $a Education, Evaluation. $3 1669638
650 4 $a Education, Leadership. $3 1035576
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710 2 $a Western Carolina University. $b Educational Leadership & Foundations. $3 1683320
773 0 $t Dissertation Abstracts International $g 74-09A(E).
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793 $a English
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