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ERIC Number: ED558310
Record Type: Non-Journal
Publication Date: 2013
Pages: 150
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-4744-6
ISSN: N/A
Middle School Teachers and Principals Perspectives on Technology
Majeski, Mark
ProQuest LLC, Ed.D. Dissertation, The University of Nebraska - Lincoln
In this study, the researcher endeavored to examine Morris County, New Jersey, middle school teacher and principal perspectives on the use of technology in their classrooms and schools. Specifically, this study examined teacher engagement, implementation and limitations related to the use of technology with middle school students. This study used a mixed method approach to determine educator perspectives on technology use. The questions in the quantitative and qualitative phases of the study were correlated to the research questions as well as to selected national technology standards to substantiate the relationship between the data being collected and the research questions. The research centered on these sub-questions: 1. What is the perspective of middle level classroom teachers when using technology in a classroom setting? 2. What is the perspective of middle level principals when observing technology use in the classroom? 3. What perspectives do middle level teachers have about themselves with regard to the limitations they have concerning true technology integration in the classroom? 4. What perspectives do principals have in regard to the limitations they have concerning true technology integration in the classroom? 5. What are the limitations that middle level teachers and principals perceive that prevent true technology integration in their classrooms? 6. What contributes to middle level teacher engagement in the use of technology to promote academic achievement? 7. What perspectives do principals have that contribute to middle level teacher engagement in the use of technology to promote academic achievement? Data sources used for collection purposes were an Internet survey, and a semi-structured interview process. Ninety to ninety-two percent of educators either fully or somewhat aligned themselves with the identified National Technology Standards or perceived their ability to meet these standards in their professional responsibilities. Themes emerging from the data indicated that educators are poised to make inroads on the use of technology in middle level classrooms. However, they are stymied by the lack of equipment and continual professional development needed to sustain and engage students in the learning process. [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: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey