NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED517154
Record Type: Non-Journal
Publication Date: 2010
Pages: 106
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-4500-9
ISSN: N/A
Teachers' Learning of Technology: Key Factors and Processes
Shaw, Marie Keen
ProQuest LLC, Ed.D. Dissertation, University of Connecticut
The purpose of this study was to explore the professional learning process that teachers reported enhanced their use of technology in their classrooms. The framework for this qualitative, theory-building study was guided by research from the field of adult learning. Data were obtained from interviews of six teachers who worked in an urban science and technology magnet high school. Triangulation of data occurred through the use of data from three sources: an interview with the principal, document review, and observations. Findings indicated that teachers' learning was enhanced when (1) the school environment provided support of and encouragement for teachers' learning, (2) key experiences provided the grist for teachers' learning, (3) teachers engaged in deliberate practice, and (4) there were opportunities for teachers to refine and add complexity to the mental models they used to guide their practice. Results suggested a variety of ideas for practices that could enhance teachers' professional learning on ways to use technology to enhance their students' learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A