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ERIC Number: ED519379
Record Type: Non-Journal
Publication Date: 2010
Pages: 174
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-7845-8
ISSN: N/A
High School Teachers' Perceptions of the Integration of Instructional Technology in the Classroom
Hertzler, Karen S.
ProQuest LLC, Ed.D. Dissertation, Widener University
Many state technology standards, goals, and objectives affirm technology will improve student progress. Regardless of the claim, the statement that "teachers are good or bad, not because they are made of meat and bones or electronic circuits, but because they apply correctly or incorrectly teaching methods that are or are not relevant to the objectives and target audience," helps one to realize the connection between the statement and actual achievement (Dillenbourg, 2008). This statement suggests that the teacher is the key element to how technology is integrated within the classroom. The purpose of this case study was to determine high school teachers' perceptions of the use of instructional technology. The six (6) volunteer teachers received training through the Classrooms For the Future (CFF) initiative which was a state-wide project the provided grant money for training and technology for schools in Pennsylvania. This case study utilized a mixed method format in that quantitative and qualitative data was collected from the participants and analyzed. Data collected included information gathered from a teacher demographic survey, Technology Beliefs and Competency Survey, observation notes, and interviews. This collected information was analyzed. The participants of this study feel that technology is an instructional tool that should be used to enhance the content. Their actions and interview answers agreed with previous research about instructional technology. For technology to be implemented more effectively, the teachers must be provided with technical support and staff development. Technology hardware and software must be accessible to the teachers. Through the analysis of the data, it was determined that CFF had little influence on teachers' perceptions or teaching practices when using technology in the classroom. Teachers did not provide enough information regarding student achievement to determine if CFF has changed student achievement. Further study needs to investigate the effect the use of technology has upon student achievement and behavior. Additional information should be gathered to determine if a teacher's level of confidence affects how technology is integrated into the classroom. [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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania