東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Exploring Technology Integration at ...

Jeffreys, Charlene.

Linked to FindBook

Google Book

Amazon

博客來

Exploring Technology Integration at a Public Middle School: A Descriptive Research Study on Integration Perceptions, Factors, and Barriers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Technology Integration at a Public Middle School: A Descriptive Research Study on Integration Perceptions, Factors, and Barriers./
Author:	Jeffreys, Charlene.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	194 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
Subject:	Educational technology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29258302
ISBN:	9798352955215

Exploring Technology Integration at a Public Middle School: A Descriptive Research Study on Integration Perceptions, Factors, and Barriers.
Jeffreys, Charlene.

Exploring Technology Integration at a Public Middle School: A Descriptive Research Study on Integration Perceptions, Factors, and Barriers. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 194 p.

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ed.D.)--University of South Carolina, 2022.

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

The purpose of this action research was to explore mathematics teachers' current practices and perceptions of technology integration, as well as the factors that influence their perceptions of technology integration. Across the country, states have partnered with federal efforts, taking an active role in building a technology-rich learning environment in their states (Education Superhighway 2017). Teachers have access to a wide range of tools and practices that involve using and creating appropriate technological processes and resources to facilitate teaching, engage students, and improve learning outcomes (Richey & Klein, 2008). This research study focused on three research questions: (1) What are mathematics teachers' current practices of technology integration in classrooms at Berea Middle School?, (2) What are mathematics teachers' perceptions of technology integration in classrooms at Berea Middle School?, and (3) What are the barriers that influence mathematics teachers' perceptions of technology integration in classrooms at Berea Middle School? The setting of this study was at a public middle school, and the study took place over a sixteen-week period. Five mathematics teachers served as participants. These mathematics teachers delivered face-to-face in-person instruction to students in a regular education classroom setting. Data were collected through online surveys, in-person interviews, and classroom observations. Quantitative data were analyzed through descriptive statistics. Qualitative data were analyzed using inductive analysis. Findings indicated that teachers possessed different levels of technology skills and incorporated a variety of instructional practices to integrate technology in the classroom. The primary barriers perceived by included lack of adequate professional development specific to their instructional content, lack of time to properly integrate technology in the classroom, technology malfunction issues related to technology integration, and issues related to students' use of technology. Teachers with high levels of technological skills were observed to incorporate the use of technology in the classroom with more comfort and confidence.

ISBN: 9798352955215Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Math technology integration

Exploring Technology Integration at a Public Middle School: A Descriptive Research Study on Integration Perceptions, Factors, and Barriers.
LDR:03470nmm a2200373 4500 001 2396008
005 20240603070928.5
006 m o d
007 cr#unu||||||||
008 251215s2022 ||||||||||||||||| ||eng d
020 $a 9798352955215
035 $a (MiAaPQ)AAI29258302
035 $a AAI29258302
040 $a MiAaPQ $c MiAaPQ
100 1 $a Jeffreys, Charlene. $3 3765530
245 1 0 $a Exploring Technology Integration at a Public Middle School: A Descriptive Research Study on Integration Perceptions, Factors, and Barriers.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 194 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
500 $a Advisor: Grant, Michael.
502 $a Thesis (Ed.D.)--University of South Carolina, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this action research was to explore mathematics teachers' current practices and perceptions of technology integration, as well as the factors that influence their perceptions of technology integration. Across the country, states have partnered with federal efforts, taking an active role in building a technology-rich learning environment in their states (Education Superhighway 2017). Teachers have access to a wide range of tools and practices that involve using and creating appropriate technological processes and resources to facilitate teaching, engage students, and improve learning outcomes (Richey & Klein, 2008). This research study focused on three research questions: (1) What are mathematics teachers' current practices of technology integration in classrooms at Berea Middle School?, (2) What are mathematics teachers' perceptions of technology integration in classrooms at Berea Middle School?, and (3) What are the barriers that influence mathematics teachers' perceptions of technology integration in classrooms at Berea Middle School? The setting of this study was at a public middle school, and the study took place over a sixteen-week period. Five mathematics teachers served as participants. These mathematics teachers delivered face-to-face in-person instruction to students in a regular education classroom setting. Data were collected through online surveys, in-person interviews, and classroom observations. Quantitative data were analyzed through descriptive statistics. Qualitative data were analyzed using inductive analysis. Findings indicated that teachers possessed different levels of technology skills and incorporated a variety of instructional practices to integrate technology in the classroom. The primary barriers perceived by included lack of adequate professional development specific to their instructional content, lack of time to properly integrate technology in the classroom, technology malfunction issues related to technology integration, and issues related to students' use of technology. Teachers with high levels of technological skills were observed to incorporate the use of technology in the classroom with more comfort and confidence.
590 $a School code: 0202.
650 4 $a Educational technology. $3 517670
650 4 $a Middle school education. $3 969762
650 4 $a Mathematics education. $3 641129
653 $a Math technology integration
653 $a Teacher perceptions technology Integration
653 $a Technology integration
690 $a 0710
690 $a 0450
690 $a 0280
710 2 $a University of South Carolina. $b Education. $3 2098001
773 0 $t Dissertations Abstracts International $g 84-05A.
790 $a 0202
791 $a Ed.D.
792 $a 2022
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29258302