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ERIC Number: ED559803
Record Type: Non-Journal
Publication Date: 2013
Pages: 245
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-4322-3
Use of Technology in the Classroom as Perceived by Public School Teachers in Milwaukee during Early 21st Century
Skinner, Sharon F.
ProQuest LLC, Ph.D. Dissertation, Cardinal Stritch University
This project utilized descriptive methodology to examine the research question, how is technology being used in the classroom, as perceived by public school teachers in Milwaukee during early 21st century? In order to fully analyze this question, both quantitative and qualitative data were utilized. The researcher developed a survey for the quantitative method of data collection. Three qualitative methods of data collection were used: focus groups, interviews, and, observation. Pulling together data from multiple sources produced a richness of data that supported the research question. This project examined the role of technology in twenty-first century education as defined by the Partnership for 21st Century Skills. It examined how twenty-first century technology is preparing students for the future and how the technology may be integrated in K-12 schools globally and nationally. It also examined research findings on constructivism and instructional design and their approach on technology integration. The No Child Left Behind Act (2001) and its relationship to the strategic plans of Milwaukee Public Schools and the Milwaukee Public Schools' Department of Technology laid the foundation for the theory behind the study. The perceptions of Milwaukee Public Schools teachers, as well as the teacher's perceptions on the use of technology in the classroom by their students, served as the focus behind the questions of the integration of technology, student engagement, the importance of technology, and the need for professional development in this area. Analysis of the data indicated that teachers rated technology as important for them and their students and that teachers and students were using a variety of technology in the classroom but the integration was limited, or at lower levels. Teachers indicated that students do become engaged by interacting with one another, or by showing and doing. However, the engagement was also limited according to Bloom's taxonomy; therefore, work needs to be done in MPS for this area. Data in the study indicated that teachers were lacking in professional development in the area of technology, hence, the integration of technology in the classroom was lacking. Teachers would benefit from more professional development regarding technology. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001