상세정보
Export to Refworks부가기능
Technology Integration with Teacher Educators
상세 프로파일
| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Technology Integration with Teacher Educators. |
| 개인저자 | Scott, Lynda L. |
| 단체저자명 | Arizona State University. Educational Leadership and Policy Studies. |
| 발행사항 | [S.l.]: Arizona State University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 181 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-03A. Dissertation Abstract International |
| ISBN | 9781085691604 |
| 학위논문주기 | Thesis (Ed.D.)--Arizona State University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Advisor: Henriksen, Danah. |
| 이용제한사항 | This item must not be sold to any third party vendors.This item must not be added to any third party search indexes. |
| 요약 | Preservice teachers are faced with many challenges as they enter their first year of teaching. This is particularly true when dealing with future-ready skills, such as technology integration in K-12 classrooms, an area where many higher education or teaching faculty may not feel comfortable or fluent enough to support preservice teachers or to model in their own instruction. This action research study aimed to understand how faculty develop Technological Pedagogical Content Knowledge (TPACK) in ways that will help them to enhance their instruction and model technology integration for preservice teachers. An online community was created that allowed teacher educators to interact synchronously or asynchronously to collaborate, learn, and practice new technological skills. This community served as a place for teacher educators to play with new technology and to share their ideas and practices with their peers-ideally to begin the process of developing the knowledge and fluency with technology that would allow them to better support teacher education students.Both qualitative and quantitative data were used to explore faculty's development of TPACK. A pre-survey, retrospective pre-survey, and post-survey were administered and analyzed. Also, interviews of participants and observations of the online community were used to collect qualitative data.The results of the study showed an increase in participants' confidence for selecting technologies to enhance their instruction after they participated in the online community. Also, the participants felt more confident using strategies that combine content, technologies, and teaching approaches in their classrooms or other learning environments.In Chapter 5, a discussion of the findings was presented, in which several main implications are shared for researchers who might be engaged in similar work. Also, the lessons learned from this action research are explained, as well as the limitations experienced in this study. |
| 일반주제명 | Educational technology. Teacher education. Higher education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
