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A study of high school veteran teach...

Fong, Donna.

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A study of high school veteran teachers who have changed instructional paradigms to embrace digital tools: Framed within adult learning theory.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A study of high school veteran teachers who have changed instructional paradigms to embrace digital tools: Framed within adult learning theory./
Author:	Fong, Donna.
Description:	225 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3562287
ISBN:	9781303098581

A study of high school veteran teachers who have changed instructional paradigms to embrace digital tools: Framed within adult learning theory.
Fong, Donna.

A study of high school veteran teachers who have changed instructional paradigms to embrace digital tools: Framed within adult learning theory. - 225 p.

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

Thesis (Ed.D.)--Lamar University - Beaumont, 2013.

The purpose of this phenomenological inquiry was to investigate the lived experiences of high school veteran teachers who transformed their teaching methods from traditional 20th century instructional practices to facilitating their students in developing 21st century skills. Interviews with the seven participants were analyzed in order to understand the essence of their experiences (Lincoln & Guba, 1985; Moustakas, 1994). The researcher concluded that the participants' beliefs and expectations, regarding their role as a teacher, were critical to their commitment to change their instructional paradigm. In addition, they required support from others, such as colleagues, supervisors, and technicians, to successfully transition to 21st century pedagogy with digital tool integration. These teachers' transformation of instructional practices was consistent with the components described in Mezirow's (1991) transformative learning theory. Implications for practice included recommendations for teacher training methods, with regard to utilizing digital tools in the classroom, and appropriate on-site support.

ISBN: 9781303098581Subjects--Topical Terms:

1035576
Education, Leadership.

A study of high school veteran teachers who have changed instructional paradigms to embrace digital tools: Framed within adult learning theory.
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245 1 2 $a A study of high school veteran teachers who have changed instructional paradigms to embrace digital tools: Framed within adult learning theory.
300 $a 225 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
500 $a Advisers: Kaye Shelton; Sandra Harris.
502 $a Thesis (Ed.D.)--Lamar University - Beaumont, 2013.
520 $a The purpose of this phenomenological inquiry was to investigate the lived experiences of high school veteran teachers who transformed their teaching methods from traditional 20th century instructional practices to facilitating their students in developing 21st century skills. Interviews with the seven participants were analyzed in order to understand the essence of their experiences (Lincoln & Guba, 1985; Moustakas, 1994). The researcher concluded that the participants' beliefs and expectations, regarding their role as a teacher, were critical to their commitment to change their instructional paradigm. In addition, they required support from others, such as colleagues, supervisors, and technicians, to successfully transition to 21st century pedagogy with digital tool integration. These teachers' transformation of instructional practices was consistent with the components described in Mezirow's (1991) transformative learning theory. Implications for practice included recommendations for teacher training methods, with regard to utilizing digital tools in the classroom, and appropriate on-site support.
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