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High School Teacher Attitudes Toward...

Hamady, Christopher M.

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High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology.

Record Type:	Electronic resources : Monograph/item
Title/Author:	High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology./
Author:	Hamady, Christopher M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	107 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
Contained By:	Dissertations Abstracts International81-06A.
Subject:	Pedagogy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27603010
ISBN:	9781687977182

High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology.
Hamady, Christopher M.

High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 107 p.

Source: Dissertations Abstracts International, Volume: 81-06, Section: A.

Thesis (Ph.D.)--The University of Toledo, 2019.

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

Constructivism, a modern learning philosophy that focuses on a student's experiences within the learning environment rather than on an instructor's influence, can attribute its roots, in part, to the time of John Dewey: the early 1900s. While many educators espouse a belief and commitment to constructivist instructional design, few of them actively engage in its classroom implementation. A number of studies have taken place attempting to determine why teachers are not implementing constructivist-designed lessons in the classroom, and why teachers are not implementing computer technology tools at a "high level." The literature investigates several factors that can potentially lead to both better integration of educational technology, and better instruction. The purpose of this study was to investigate a potential relationship between the experiences that high school teachers have with their district-assigned computers, and what effect, if any, those experiences had on their willingness to integrate computer technology into classroom instruction, as well as their beliefs surrounding the effectiveness of computer technology to enhance instruction and improve learning. Social constructivism was selected as the research theory for this study.The results show that there is no significant difference in faculty experiences with their computers based on the computing platform (operating system), and no difference regarding faculty's willingness to integrate technology, or their beliefs about computer technology integration's effectiveness to improve instruction. However, the Rasch analysis used in this study was able to determine what computing tasks faculty find easy to respond positively toward, and what tasks are difficult to respond to with positive affirmation. This information provides data that can measure computing task difficulty, and enable the creation of a strata of computing tasks that can be used to: assist with future studies regarding faculty technology integration, determine high-level technology skills and how best to structure professional development, and what computer technology tools might be best for constructivist-lesson design and implementation. Constructivist lessons focus on students creating their own learning, and this study data can help pinpoint relevant computing tasks that can assist with that end objective.

ISBN: 9781687977182Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Mac

High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology.
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