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A mixed methods case study of the le...

Thomas, Jo Ann.

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A mixed methods case study of the levels of interactive whiteboard use by K-12 teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A mixed methods case study of the levels of interactive whiteboard use by K-12 teachers./
作者:	Thomas, Jo Ann.
面頁冊數:	130 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580526
ISBN:	9781303997129

A mixed methods case study of the levels of interactive whiteboard use by K-12 teachers.
Thomas, Jo Ann.

A mixed methods case study of the levels of interactive whiteboard use by K-12 teachers. - 130 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--Old Dominion University, 2014.

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

The growing presence of educational technology in our nation's K-12 schools has had little effect on teacher practices to enhance student learning (Once, Delialioglu, & Brown, 2008). Sophisticated levels of educational technology use are believed to influence student learning (Hall, Loucks, Rutherford, & Newlove, 1975) yet research on effective levels of use is almost non-existent.

ISBN: 9781303997129Subjects--Topical Terms:

517670
Educational technology.

A mixed methods case study of the levels of interactive whiteboard use by K-12 teachers.
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245 1 2 $a A mixed methods case study of the levels of interactive whiteboard use by K-12 teachers.
300 $a 130 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Ginger Watson.
502 $a Thesis (Ph.D.)--Old Dominion University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The growing presence of educational technology in our nation's K-12 schools has had little effect on teacher practices to enhance student learning (Once, Delialioglu, & Brown, 2008). Sophisticated levels of educational technology use are believed to influence student learning (Hall, Loucks, Rutherford, & Newlove, 1975) yet research on effective levels of use is almost non-existent.
520 $a The Concerns Based Adoption Model (CBAM) assesses a teacher's level of educational technology use across eight stages, ranging from the lowest level of nonuse to the most sophisticated level where the teacher's technology implementation utilizes instructional strategies to support knowledge building, reflection, and goal setting. Prior studies indicate that higher CBAM levels are linked to enhanced pedagogical change and increased positive attitudes for teachers (Hutchison & Reinking, 2011; Lee, 2010), as well as more effective instructional strategies and collaborative classrooms (Hall et al., 1975; Somekh et al., 2007). Instructional settings incorporating these success elements also show equal conversation from both teachers and students (Beauchamp & Kennewell, 2010), the analysis of which can be facilitated with the Flanders Interaction Analysis Matrix (Flanders, 1961b).
520 $a Guided by the Concerns-Based Adoption Model and modified Flanders Interactive Analysis Categories, this study explored the use of Interactive Whiteboards in one school district of 427 K-12 teachers. Approximately one-half the district's classroom teachers completed a three-part survey which collected demographic data, assessed attitudes toward Interactive Whiteboards, and determined a self-reported level of technology use in their classrooms. Results show that despite positive attitudes, the district's teachers use Interactive Whiteboards at a level that does not yet consider student achievement. Observations of 23 classroom teachers in the same district validated the survey findings.
520 $a Keywords: level of use, Concerns-Based Adoption Model, Interactive Whiteboards, educational technology, instructional strategies, teacher attitude, enhanced student learning, Flanders Interactive Analysis.
590 $a School code: 0418.
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650 4 $a Instructional design. $3 3172279
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710 2 $a Old Dominion University. $3 1020684
773 0 $t Dissertation Abstracts International $g 75-08A(E).
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791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580526