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Teacher Perceptions of Technology Integration Professional Development in a 1:1 Chromebook Environment
| Title: | Teacher Perceptions of Technology Integration Professional Development in a 1:1 Chromebook Environment. |
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| Name(s): |
Yankelevich, Eleonora, author Weber, Roberta K., Thesis advisor Florida Atlantic University, Degree grantor College of Education Department of Curriculum, Culture, and Educational Inquiry |
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| Type of Resource: | text | |
| Genre: | Electronic Thesis Or Dissertation | |
| Date Created: | 2017 | |
| Date Issued: | 2017 | |
| Publisher: | Florida Atlantic University | |
| Place of Publication: | Boca Raton, Fla. | |
| Physical Form: | application/pdf | |
| Extent: | 180 p. | |
| Language(s): | English | |
| Summary: | A variety of computing devices are available in today’s classrooms, but they have not guaranteed the effective integration of technology. Nationally, teachers have ample devices, applications, productivity software, and digital audio and video tools. Despite all this, the literature suggests these tools are not employed to enhance student learning according to best practices. The purpose of this qualitative case study was to describe and understand perceptions of a technology integration professional development (TIPD) experience of elementary teachers at a suburban, independent school. The TIPD was an ongoing, 40-minute class led by a technology specialist, taking place in teachers’ classrooms, engaging teachers and their students in a 1:1 Chromebook environment. Data collected were through classroom observations, teacher written reflections, school documents, and face-to-face interviews. The results of multiple cycles of coding wrought findings in regard to teachers’ perceptions of effective technology integration, technology class as professional development (PD), and technology class as enabling effective technology integration. The findings showed teachers perceived technology integration to be effective if it benefited the skills or productivity of themselves or their students and if it directly related to their curriculum. Teachers required the support of their colleagues, technology specialist, IT department, as well as traditional and alternative forms of PD to overcome internal and external barriers to integration. Five of the seven teachers explicitly conveyed the technology class to be effective TIPD and all seven learned about a technology tool or resource, technical knowledge or skills, or ideas for integration during the technology classes. Findings also showed the technology class enabled reflection, which led to ideas for integration; the class enabled integration when the content was related to or the tools were useful for their subject area; the class provided the collaboration necessary for integration to occur. | |
| Identifier: | FA00004958 (IID) | |
| Degree granted: | Dissertation (Ph.D.)--Florida Atlantic University, 2017. | |
| Collection: | FAU Electronic Theses and Dissertations Collection | |
| Note(s): | Includes bibliography. | |
| Subject(s): |
Dissertations, Academic -- Florida Atlantic University Elementary school teachers--Training of. Educational technology. Professional development. |
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| Held by: | Florida Atlantic University Libraries | |
| Sublocation: | Digital Library | |
| Links: | http://purl.flvc.org/fau/fd/FA00004968 | |
| Persistent Link to This Record: | http://purl.flvc.org/fau/fd/FA00004958 | |
| Use and Reproduction: | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. | |
| Use and Reproduction: | http://rightsstatements.org/vocab/InC/1.0/ | |
| Host Institution: | FAU | |
| Is Part of Series: | Florida Atlantic University Digital Library Collections. |
