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examination of required technology course syllabi in elementary teacher preparation programs
Title
An examination of required technology course syllabi in elementary teacher preparation programs.
Creator
Goudy, Linda Mae., Florida Atlantic University, Bryan, Valerie
Abstract/Description
Computer literacy is analogous to reading literacy---without it, failure is nearly assured. The inexorable conclusion from many is that technology integration in the elementary setting must begin with the training of the teachers. The study of how that transference is inculcated into the teachers of tomorrow was the thrust of this study. This study was designed to examine syllabi from the 55 top-rated colleges and universities (as identified by US News and World Report) to identify how, and...
Show moreComputer literacy is analogous to reading literacy---without it, failure is nearly assured. The inexorable conclusion from many is that technology integration in the elementary setting must begin with the training of the teachers. The study of how that transference is inculcated into the teachers of tomorrow was the thrust of this study. This study was designed to examine syllabi from the 55 top-rated colleges and universities (as identified by US News and World Report) to identify how, and what, the "best" colleges of education were teaching in the required technology courses offered in their undergraduate Elementary Teacher Preparation programs. Twenty-four of those schools submitted 30 syllabi and 42 Teacher Preparation Program Surveys. Of the surveys that were returned, 16 were from deans and 26 were from professors. The following findings were determined: (1) The incorporation of technology into teacher preparation was pandemic. (2) An obvious pedagogical shift from behaviorism to constructivism was evident. (3) The syllabi fell into one of two diametrically opposed groups, representative of constructionist and behaviorist underpinnings. Within each of those two groups, commonality was observed in the use of Bloom's Taxonomy, themes, concepts, and activities. (4) Although 96 percent of instructors self-identified their instructional strategy as constructionist, the analysis of syllabi failed to affirm this. (5) A noteworthy difference was noted between the deans of colleges and their instructors as to the perceived preparedness of students to integrate technology into their future teaching and learning. (6) Both instructors and deans indicated that their colleges' provided (a) support for technology, (b) sufficient technology facilities and, (c) ample technology training, yet despite the support, training and facilities noted, faculty technology knowledge was identified by both deans and instructors as low. Technology is most assuredly making inroads into the halls of academia, by virtue of the ubiquitous presence of technology into teacher preparation programs, further, the underpinnings of constructionism and Bloom's Taxonomy are evident. The rate of improvement in faculty knowledge of technology and the disparity between dean and instructor's perception of student preparedness, however, raised cause for concern and further research.
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Date Issued
2002
PURL
http://purl.flvc.org/fcla/dt/11995
Subject Headings
Elementary school teachers--Training of, Computers--Study and teaching (Elementary), Computer managed instruction
Format
Document (PDF)
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.
Creator
Yankelevich, Eleonora, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
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...
Show moreA 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.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004968, http://purl.flvc.org/fau/fd/FA00004958
Subject Headings
Dissertations, Academic -- Florida Atlantic University, Elementary school teachers--Training of., Educational technology., Professional development.
Format
Document (PDF)
analysis of professional development in technology for elementary school teachers
Title
An analysis of professional development in technology for elementary school teachers.
Creator
Meltzer, Sarah T., Florida Atlantic University, Bryan, Valerie
Abstract/Description
The identification of effective practices is of significant interest to school administrators, faculty, and staff planning and implementing professional development initiatives in technology. This study identified recommended practices for professional development in technology in elementary schools and determined if current practices reflected those recommendations. Studies by Wenglinsky (1998) for the Educational Testing Service reported the effective use of technology by classroom teachers...
Show moreThe identification of effective practices is of significant interest to school administrators, faculty, and staff planning and implementing professional development initiatives in technology. This study identified recommended practices for professional development in technology in elementary schools and determined if current practices reflected those recommendations. Studies by Wenglinsky (1998) for the Educational Testing Service reported the effective use of technology by classroom teachers has a positive impact on student performance. More recent studies frequently indicate teachers are not being trained to use technology effectively; and consequently, limited integration of technology in the classroom is taking place (Catchings, 2000; Howery, 2001; Johnson, 2002). Ham's assertion in 1999 that very few studies make the process of professional development the object of research remains true today. A literature review of current research revealed commonly recommended professional and governmental guidelines, standards, and principles. Published recommended practices of professional development in technology indicated similar practices in the areas of planning, implementation, and follow up/support. The Staff Development in Technology Survey was sent via the Internet to 200 participants including 56 providers of professional development and 144 receivers. Actual practices as described by providers and receivers were compared with recommended practices from the literature review. An analysis of variances (ANOVA) indicated a significant difference between the responses of the providers and receivers in the areas of planning (p < .02), implementation (p < .01), and follow up/support (p < .01). The providers' mean ratings of perception of the effectiveness of planning (p < .01) and effectiveness of follow up/support (p < .05), was significantly different from the receivers' perceptions. There was no significance between responses regarding the effectiveness of implementation. A Model of Effective Professional Development in Technology, developed from the analysis of the literature reviewed and responses from providers and receivers, provides a foundation for school administrators, faculty, and staff in planning, implementing, and providing follow up/support for professional development in technology. Professional development should take place in a collaborative environment with extensive support and resources available. Administrators, faculty, and staff working together using the model ought to be able to implement effective professional development in technology.
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Date Issued
2006
PURL
http://purl.flvc.org/fcla/dt/12217
Subject Headings
Elementary school teachers--Training of, Education, Elementary--Computer network resources, Educational technology, Computer-assisted instruction
Format
Document (PDF)
Curricular integration in higher education: The development and implementation of an elementary education/English for speakers of other languages (ESOL) endorsement degree program at Florida Atlantic University
Title
Curricular integration in higher education: The development and implementation of an elementary education/English for speakers of other languages (ESOL) endorsement degree program at Florida Atlantic University.
Creator
Pelaez, Gloria Maria., Florida Atlantic University, Crawley, Sharon J.
Abstract/Description
The purpose of this paper is to share the design, development, and implementation of an Elementary Education/ESOL Endorsement integrated program which targets undergraduate students working towards a bachelor's degree and state certification in the State of Florida. This paper attempts to answer the following three research questions: (1) What is the need for an elementary education with built-in ESOL endorsement program in southeast Florida? (2) What theoretical framework was used to develop...
Show moreThe purpose of this paper is to share the design, development, and implementation of an Elementary Education/ESOL Endorsement integrated program which targets undergraduate students working towards a bachelor's degree and state certification in the State of Florida. This paper attempts to answer the following three research questions: (1) What is the need for an elementary education with built-in ESOL endorsement program in southeast Florida? (2) What theoretical framework was used to develop the program? and, (3) What are the design features of an elementary education plus ESOL integrated program? The findings show that there is a great need for an Elementary Education/ESOL endorsement program in southeast Florida.
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Date Issued
2002
PURL
http://purl.flvc.org/fcla/dt/12008
Subject Headings
Elementary school teachers--Training of--Florida, English language--Study and teaching--Foreign speakers, Curriculum planning
Format
Document (PDF)
Using Computer Self-Efficacy Scale to measure the attitudes of Taiwan elementary preservice teachers toward computer technology
Title
Using Computer Self-Efficacy Scale to measure the attitudes of Taiwan elementary preservice teachers toward computer technology.
Creator
Chao, Wan-Yu, Florida Atlantic University, Urich, Ted R.
Abstract/Description
The purpose of the study was to identify the attitudes of preservice teachers enrolled in one elementary teacher training college in Taiwan toward selected issues related to computer technology as measured by the Computer Self-Efficacy (CSE) scale. The focus of this study, as measured by the CSE scale, was to determine whether significant differences existed between the attitudes of Taiwan preservice teachers regarding computer experience, computer training course, and computer ownership. The...
Show moreThe purpose of the study was to identify the attitudes of preservice teachers enrolled in one elementary teacher training college in Taiwan toward selected issues related to computer technology as measured by the Computer Self-Efficacy (CSE) scale. The focus of this study, as measured by the CSE scale, was to determine whether significant differences existed between the attitudes of Taiwan preservice teachers regarding computer experience, computer training course, and computer ownership. The sample was comprised of 200 preservice teachers enrolled in one elementary teacher training college in Taiwan during the 2000--2001 school year. The instrument utilized in this study, CSE scale, was distributed to 200 preservice teachers randomly selected from one elementary teacher training college in Taiwan. It consisted of 30 items with a 6-point Likert scale that measured student responses concerning their attitudes toward computers. Data were analyzed through statistical methods including descriptive analysis, unpaired t-test, Pearson product-moment correlation test, analysis of variance, and two-way analysis of variance. A general threshold for significance was at the .05 alpha level. Results indicated that there was no significant difference in CSE scores among preservice teachers who were enrolled in five major fields of study in one elementary teacher training college in Taiwan. Preservice teachers' CSE scores showed no significant difference when based on gender. Results of the Pearson product-moment correlation identified a significant correlation between the level of computer experience and CSE scores. Results of unpaired t-test indicated a significant difference between preservice teachers who have and those who have not attended a computer training course. Results of unpaired t-test revealed a significant difference between preservice teachers who owned a computer and those who did not. The knowledge of preservice teachers and their attitudes toward computer technology are assumed to be important for implementing computer-based technology in Taiwan's elementary teacher training programs. The use of a CSE scale to identify the attitudes of preservice teachers toward computer technology would provide Taiwan educators the ability to determine individual problems and concerns of preservice teachers that are associated with the use of computer-based learning systems in teacher training colleges.
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Date Issued
2001
PURL
http://purl.flvc.org/fcla/dt/11960
Subject Headings
Student teachers--Effect of technological innovations on
Format
Document (PDF)
A Study of the In-Service Needs in Music of the Elementary Classroom Teachers of Broward Counry, Florida
Title
A Study of the In-Service Needs in Music of the Elementary Classroom Teachers of Broward Counry, Florida.
Creator
Slater, Betty Jane, Robinson, Kenneth H., Florida Atlantic University
Abstract/Description
It was the purpose of this study to examine data gathered from the elementary classroom teachers of the Broward County school system in the state of Florida. An attempt was made to decide the extent to which music was included in the curriculum, the strengths and weaknesses of instruction of these offerings, and the advisability of planning inservice training programs in music for the classroom teachers to strengthen the total presentation. The method of research employed was a review of the...
Show moreIt was the purpose of this study to examine data gathered from the elementary classroom teachers of the Broward County school system in the state of Florida. An attempt was made to decide the extent to which music was included in the curriculum, the strengths and weaknesses of instruction of these offerings, and the advisability of planning inservice training programs in music for the classroom teachers to strengthen the total presentation. The method of research employed was a review of the literature and the formulation of three types of questionnaires that were sent to the elementary classroom teachers, principals, and music specialists. The classroom teacher data were coded, transferred to cards, and tabulated electronically. The principal and music specialist data were tabulated by the researcher with the aid of an assistant. The data were presented with reference to background, scheduling, and areas of strengths and weaknesses in musical instruction, through a series of tables and figures, an analysis of each, an interpretation of the results, and recommendations for improving instruction. It was determined that musical opportunities afforded the students of the Broward County school system varied to such a degree that in-service training programs in music need to be planned in the areas of instructing instrumental, creative, and singing activities, as these received the lowest cumulative percentages from the tabulation of the classroom teachers' self-analysis. The strengths of the classroom teachers' musical instruction lay in the utilization of listening activities.
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Date Issued
1968
PURL
http://purl.flvc.org/fau/fd/FA00000644
Subject Headings
Music--Instruction and study--Florida--Broward County--Juvenile, Music teachers--Training of, School music--Florida--Broward County, Elementary school teachers--In-service training
Format
Document (PDF)