ERIC Number: ED506841
Record Type: Non-Journal
Publication Date: 2009-Mar
Abstractor: As Provided
Reference Count: 121
Strategies to Enhance the Likelihood that Teachers Will Integrate Technology into Their Classrooms
Patter, Regis C., Jr.
Online Submission, Master's Thesis, Carlow University
This study examined the factors that enhance the likelihood that teachers will integrate technology into their classrooms. Starting with a historical perspective on technology integration, the study categorized these factors and shed light on which ones have become obstacles. If obstacles or barriers are identified, then eliminated or at least minimized, the likelihood of teachers' integrating technology into their classrooms may become a more promising realization. Another integral part of this study discussed strategies utilized in models of teacher professional development with the intent of identifying which approaches or models, or combinations thereof, had the best chance for successful implementation. The literature suggested that traditional or standard professional development approaches have not proved very successful. School-based and self-directed models, having evolved somewhat over the years, have shown more promise, although no singular approach can be recommended to suit schools overall. Instead, a combination of these approaches, as well as the addition of a student-based approach was recommended. The goal of this study was to provide data that may be used to create new alternatives for training educators. This study adds to the limited research regarding effective teacher professional development in the area of technology integration. Schools will be able to use the data to re-think, re-organize and add valuable training resources to their current staff development design. This reorganization is needed so that educators are properly prepared to educate millennium students in a new-age classroom.
Publication Type: Dissertations/Theses - Masters Theses; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A