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ERIC Number: ED563325
Record Type: Non-Journal
Publication Date: 2013
Pages: 173
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-2076-1
ISSN: N/A
The Impact of Technology Integration through a Transformative Approach
Cubillos, Jo Ann
ProQuest LLC, Ed.D. Dissertation, Walden University
The integration of technology into classroom instruction in K-12 schools remains problematic. The problems associated with this integration are troubling, as technology integration may change a teacher's pedagogy toward more innovative approaches that increase student achievement. The purpose of this study was to document teachers' experiences as technology was adopted on a private school campus. Mezirow's transformative learning theory provided a framework that focused on the role of dialogue, reflection, and modeling in the resistance to change. The impact of technology integration on teachers' beliefs, attitudes, and pedagogy was documented using a sequential mixed method design. The beliefs and attitudes about technology of 18 teachers were explored through a campus blog, debriefing logs, and interviews and were analyzed using thematic coding. The number of technology-infused lessons found in lesson plans, scores on the Levels of Teaching Innovation survey, and ITBS scores provided pedagogy data and were analyzed with descriptive statistics. According to study results, peer support relieved gaps in knowledge concerning technology integration. The community increased its personal computer use and moved to more student-centered pedagogy, although only modest increases were found in survey data and ITBS scores. Study findings were used to create a professional development program for teachers on lesson planning, real-world connections, and campus vision for technology integration. The developed training will increase the overall integration of technology at the local site, improving the quality of education for students. Technology integration through this transformative method may be a catalyst for social change by moving the campus to a community of practice and teachers to more student-centered pedagogy. [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: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A