Download or read book Middle School Teachers Perceptions and Tranformation During One to one Student to IPad Technology Implementation written by Zachery R. Kline and published by . This book was released on 2016 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions and Student Attitude of IPAD Integration in Middle School written by Zachary R. Forys and published by . This book was released on 2017 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research project is designed to address the recent push for technology in 21st century education. This is done by investigating how teachers are using iPads in a 1:1 implementation setting, what professional development teachers are given for iPads, and the attitudes of students using iPads in a 1:1 setting. Participants of the study include 30 eighth grade students and 4 teachers in a rural Western New York middle school. Each participant is currently involved in a 1:1 iPad implementation in the selected school district. The researcher gathered data in the form of a student survey, teacher interviews, and classroom observations. The results of this study concluded that teachers had a positive perception of using iPads for instruction. There were many benefits to the use of the technology in a variety of ways. Students were found to have positive attitudes when it came to the use of the iPads except when it came to reading on the iPad. This research may serve as a guide to districts who currently do not have a 1:1 iPad implementation, and are currently attempting to pursue that path of instruction in their school district. [from author's abstract]
Download or read book One to one IPad Technology written by Christopher Pipala and published by . This book was released on 2020 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to determine how iPads were used for instruction in the secondary schools of a suburban school district as well as determine if a relationship existed between teacher beliefs about technology and the potential level of transformative integration of the devices in classroom instruction. The Technological Pedagogical Content Knowledge (TPACK) and Substitution, Augmentation, Modification, and Redefinition (SAMR) models comprised the theoretical framework for this study to facilitate discussion about the level of instructional transformation that resulted from the use of iPad technology. This study utilized the Technology Uses and Perceptions Survey (TUPS) and Technology Integration Matrix Reflection (TIM-R) tool from the Florida Center for Instructional Technology. Descriptive statistics were used to show the variety of instructional modes for which iPads were being used (as measured by the TUPS). Correlational analyses determined that positive a relationship existed between teacher perceptions about technology (as measured by the TUPS) and the use of iPads in the classroom. However, no significant relationship existed between these perceptions and the potential level of transformative technology integration in the classroom.The findings of this study will contribute to the body of research on the integration of instructional technology (specifically one-to-one computing devices) in the classroom and help inform the technology program and professional development of the sample district.
Download or read book The Perceived Impact of 1 1 IPad Implementation on Teaching and Learning written by Amy Marie Neaves and published by . This book was released on 2015 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Engagement and Participation Concepts Methodologies Tools and Applications written by Management Association, Information Resources and published by IGI Global. This book was released on 2017-06-19 with total page 1626 pages. Available in PDF, EPUB and Kindle. Book excerpt: The delivery of quality education to students relies heavily on the actions of an institution’s administrative staff. Effective teaching strategies allow for the continued progress of modern educational initiatives. Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications provides comprehensive research perspectives on the multi-faceted issues of student engagement and involvement within the education sector. Including innovative studies on learning environments, self-regulation, and classroom management, this multi-volume book is an ideal source for educators, professionals, school administrators, researchers, and practitioners in the field of education.
Download or read book Impact of One to one Devices on Pedagogy and Teaching Practices at the Middle School Level written by Jeffrey E. Smale and published by . This book was released on 2019 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study examined the perceptions of middle school teachers and administrators regarding the impact of one-to-one devices on pedagogical practices. In addition, the perceptions of factors that impact the implementation of one-to-one technology into classroom activities and instruction were also studied. The study was conducted in three middle schools in Pennsylvania currently implementing a one-to-one initiative in which every student is issued a personal computing device for use at school and outside of the school. Participants in the study included 57 teachers and five administrators who responded to a survey consisting of both Likert-scale and open-ended questions. Five teachers and three administrators also participated in an additional interview with the researcher. Results from the study indicated that teachers and administrators perceive that pedagogical practices have been positively impacted by one-to-one implementation. However, traditional pedagogical practices are still being widely used in classrooms, and devices are being used more to supplement than transform instruction. Teacher and administrator perceptions also differed in how one-to-one devices are impacting instruction. Factors that were found to positively impact one-to-one implementation included administrative support, student value of devices as a learning tool, clear expectations of student usage, and student training. The distractibility of the device, lack of student training, and time for professional development were factors that were perceived as challenges to implementation. Findings from the study showed that teachers and administrators recognize the value and potential of technology in education; however, the support structures that are essential to a disruptive innovation (e.g., professional development, stakeholder involvement and student training) have been underdeveloped.
Download or read book IPad Use in a One to one Middle School Mathematics Classroom written by Nicole Luchansky and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study investigates iPad use in one-to-one middle school mathematics classrooms. As school districts across America continue to adopt one-to-one initiatives and curriculums, there is a growing need to examine specific classroom settings to determine how to strategically implement technologies into the classroom. For this particular study, two Grade 7 mathematics classrooms were observed, over a period of five days, to gather data on iPad use. Through teacher interviews, classroom observations, and a student survey, data was gathered to determine the relationships among teacher intentions with technology, teacher implementations of technology, and student experiences with and motivations toward technology. The research made several notable discoveries. First and foremost, when teachers are mindful of how and when they intend to use technology, the implementation of technology typically supports the lesson objectives. Additionally, iPad technology in the mathematics setting can influence student engagement in terms of note-taking and homework submissions. iPad technology can also allow students to feel control over their mathematics learning, and consequently, affect student motivations to learn. The data also shows that iPad technology does not seemingly alter student perceptions of their mathematics abilities upon comparing two different Grade 7 mathematics courses.Since this research was conducted during a transitional period, when students were first beginning to use iPads regularly, considerations must be made to account for the negative observations of technology use recorded. Future research is needed to discover iPad use in specific classrooms settings once it becomes less of a novelty.
Download or read book Tablets in K 12 Education Integrated Experiences and Implications written by An, Heejung and published by IGI Global. This book was released on 2014-07-31 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book explores the use of hand-held mobile devices in primary and secondary classrooms to assist in learning, sharing, and communication among students and teachers"--Provided by publisher.
Download or read book A Study of the Experiences of Middle School Teachers During the Initial Stages of a 1 1 IPad Trial written by Craig William Nicholls and published by . This book was released on 2014 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the early 1980's educational institutions around the globe have invested large amounts of both time and money into the exploration and implementation of a vast range of technological programs. This study focused on the recent and rapidly proliferating phenomenon, the 1:1 iPad program. These programs are characterised by each learner and teacher in a classroom using an iPad as part of daily routine. Since Apple released the first iPad in 2010 there have been studies and trials of this technology in classrooms in a variety of configurations. An investigation into the experiences of educators during these trials has been missing from the discussion and as such this study focused on the experiences of the teacher within the initial stages of a 1:1 iPad trial. It aimed to gain a better understanding of teachers' attitudes towards the use of iPads in their classrooms and their experiences working in a 1:1 environment. The investigation occurred at the Country campus of Castle College, a multi-campus independent school found in the south-eastern suburbs of Melbourne, Australia. It focused on the experiences of six middle school (Years 5 - 8) teachers from this campus. In 2012, Castle College implemented a 1:1 iPad trial with all Years 5 - 11 students and teachers at the Country campus. This decision represented a significant change in approach for the college and potentially steep learning curve for the teachers involved. In conducting this qualitative case study, data was collected during the initial six months of the iPad trial through observations, semi-structured interviews and questionnaires. Taking this approach created an opportunity to explore the participants' experiences when integrating iPads into their classes for the first time. This study found that implementing a 1:1 iPad trial, perhaps unsurprisingly, increased the workload of the teachers involved. The participants generally felt that the teaching in a 1:1 iPad environment allowed them to move their students through the curriculum with greater depth and speed. This was achieved through students accessing online resources, creating content and an increase in communication (created by students having easy access to their email). In what could be considered a surprise, these benefits created a situation where an increased workload was generally deemed acceptable by the participants. This study also confirmed the findings of other studies; in that the importance of professional learning when implementing a new technological initiative into a school cannot be overstated. The study does, however, bring a new slant to the discussion in the form of introducing technological domestication theory and the potential to use this to sculpt and target individual professional learning experiences for educators. This however was not the main focus of this study, and further investigation into this area, including developing a matrix of behaviour and a skills checklist, would be beneficial.
Download or read book A Qualitative Study of Administrator and Teacher Perceptions of Changing Instructional Practices with 1 1 Technology written by Joseph C. Lutes (II) and published by . This book was released on 2018 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reports on changing instructional practices with one-to-one (1:1) technology suggest positive increases in academic engagement, test scores, and preparing for 21st century careers. Multiple models of technology integration have been used to describe the level of 1:1 integration. The RAT model describes three levels of integration: replacement, amplification, and transformation. One-to-one technology implementation can be described in terms of Michael Fullan's change theory. Change theory has been used in educational research to describe changes and new initiatives. The purpose of this study was to identify changes with instructional practices as a result of implementing 1:1 technology, specifically at the middle school level. Qualitative data suggests participants viewed 1:1 technology integration favorably as participants discussed changes in instructional practices with utilizing digital platforms for communication, increased collaboration between students, more immediate feedback, increase in the availability of resources for student use, and the increased ability to integrate project-based learning into classroom instruction. Generally, the participants reported using 1:1 technology at all levels of the RAT model of technology integration dependent upon the lesson. Participants indicated that middle school students are more engaged with 1:1 technology. Furthermore, participants described the middle school years as exploratory in nature, providing a foundation for building digital citizenship. (Key words: one-to-one, 1:1 technology, RAT model (replacement-amplification-transformation), instructional practices, change theory, technology integration, middle school).
Download or read book A Case Study of One Middle School Labeled Failing written by Cynthia S. Dixon and published by . This book was released on 2015 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this expository case study was twofold: 1) to ascertain what components of strategic teaching and types of technology six teachers were using at a middle school digital academy labeled failing and 2) to explore teachers' perceptions about their use of strategic teaching and technology integration in their classrooms. The case study design utilized semi-structured interviews, observations, and field notes. The researcher created a unique instrument to record the field notes that incorporated three frameworks: the ARI Strategic Teaching Model, Bloom's Revised Digital Taxonomy, and Marzano's Four Levels of Implementation. By using this instrument, the researcher was able to document evidence, or lack thereof, for strategic teaching with or without technology integration. The semi-structured interviews revealed the participants' perceptions of their implementation of strategic teaching and of their own technology integration. The findings of the study revealed that teacher's implementation of strategic teaching or their integration of technology correlated to the amount of pre-service training or relevant professional development they had received. The six participants rated their own implementation of strategic teaching and their own integration of technology by using Marzano's Four Levels of Implementation of strategic teaching that was adapted to also embrace technology integration.
Download or read book Staff Perceptions and Use of IPads written by Johannah Olson and published by . This book was released on 2015 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: Staff at a diverse, suburban junior high school were surveyed about the 1:1 iPad implementation program that is in its third and final year of integration. Staff were surveyed with questions about their perceptions of the use of iPads in a 1:1 classroom, their understanding of the educational affordances of the iPad, and the actual use and frequency of their use of iPads in their classrooms. Overall, staff at XJH perceived the iPad to be useful in the educational setting. However, results indicated staff are not understanding the affordances, with most reporting little understanding of five of the seven iPad affordances. Staff indicated they utilized about three affordances at a frequency of four or more times a week. Results suggest that teachers' positive perceptions of iPads with a more advanced understanding of how to best utilize iPads may potentially transform teaching in ways that benefit 21st century students. Further research is needed to study the transformational potential of iPad use in the classroom as well as possible connections between perceptions of the usefulness of iPads in education and actual usage.
Download or read book A Case Study written by Ralph William Griffin and published by . This book was released on 2014 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the impact of school-based technology implementation on middle school teacher technology efficacy. The following research questions provided a framework to guide the study: Has technology professional development changed teachers' perceptions of their technology efficacy in a rural western North Carolina middle school? Has technology professional development impacted teachers' perceptions of their teaching styles in a rural western North Carolina middle school? What positive and/or adverse impacts has the technology implementation process had on the rural western North Carolina middle school? -- Using a mixed-methods research design, the researcher used both quantitative and qualitative methods to obtain data. Through the use of the Computer Technology Integration Survey (Wang, 2004), focus group discussions, and interviews, data were collected to give insight about the questions of research. -- Findings from the study indicate that teachers at the select middle school have adequate comfort levels with technology. They are beginning to change delivery methods within the classroom setting in order to adapt to the ever-changing 21st century. However, it is clear that barriers such as time and equipment failures are hindering what seems to be an otherwise positive implementation process. Insight gained from this study may assist other schools or school districts as they begin to insert technology into the classroom.
Download or read book Digital Didactical Designs written by Isa Jahnke and published by Routledge. This book was released on 2015-08-14 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: As web-enabled mobile technologies become increasingly integrated into formal learning environments, the fields of education and ICT (information and communication technology) are merging to create a new kind of classroom: CrossActionSpaces. Grounding its exploration of these co-located communication spaces in global empirical research, Digital Didactical Designs facilitates the development of teachers into collaborative designers and evaluators of technology-driven teaching and learning experiences—learning through reflective making. The Digital Didactical Design model promotes deep learning expeditions with a framework that encourages teachers and researchers to study, explore, and analyze the applied designs-in-practice. The book presents critical views of contemporary education, theories of socio-technical systems and behavior patterns, and concludes with a look into the conceptual and practical prototypes that might emerge in schools and universities in the near future.
Download or read book Handbook of Technological Pedagogical Content Knowledge TPACK for Educators written by Mary C. Herring and published by Routledge. This book was released on 2016-01-29 with total page 339 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2nd edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators addresses the concept and implementation of technological pedagogical content knowledge—the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Driven by the growing influence of TPACK on research and practice in both K-12 and higher education, the 2nd edition updates current thinking about theory, research, and practice. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: Current thoughts on TPACK Theory Research on Technological Pedagogical Content Knowledge in Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms.
Download or read book Teachers Perceptions of Professional Development for One to one Technology Integration in an Elementary School Setting written by Megan Knops and published by . This book was released on 2017 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research supports the educational value of students using one-to-one devices in the school setting. For the purpose of this case study, a one-to-one device is a small portable electronic computing device. This dissertation examines how putting a one-to-one-device into the hands of every student directly affects the professional development needs of teachers as it relates to teachers' ability to integrate technology into their instruction. Specifically, this case study analyzes how professional development is perceived by teachers as it relates to their integration of one-to-one technology into instruction and what type of professional development teachers prefer in order to meaningfully implement one-to-one technology into their instruction. Hence, this dissertation addresses what type of technology professional development is necessary for the successful implementation of one-to-one devices. This case study looked at teacher self-efficacy in using technology during instruction, as well as the professional development needs teachers may have, which would allow for their effective integration of technology into instruction. The results indicate that if technology is an integral part of how a teacher delivers instruction, teachers then need to be empowered with the necessary professional development. After analyzing the teachers' perceptions of professional development as it related to one-to-one technology integration, the three themes that emerged from this case study were lack of structured professional development, unclear expectations, and attitudinal resistance to one-to-one device integration. This case study identified that the teachers in the study's school district lack the appropriate level of professional development to implement one-to-one technology meaningfully into their instruction. By identifying the problem and analyzing the data through an online survey and face-to-face interviews, the reader will be better able to understand why teachers may not be prepared to deliver instruction using one-to-one devices without a more defined vision from their district and technology professional development that will meet their individual needs. These findings are significant because they will help school districts plan the appropriate level and types of professional development opportunities that are needed to support their teachers in effectively implementing one-to-one technology into instruction.
Download or read book A Study of Teacher Perceptions on the Relationship of One to one Technology Chromebook Initiative to Student Achievement of 21st Century Life and Career Skills written by Gulay Maffia and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Skills such as information literacy, global awareness, critical thinking, and problem solving have always been part of human development. Today's local and global economies necessitate having these skills for success. The purpose of this study was to gain an overall understanding of teacher perceptions of how their districts' one-to-one (1:1) Chromebook initiative affected their professional practice and the initiative's impact on student achievement of 21st-Century Life and Career Skills. The study was descriptive research conducted through survey research via Google Forms distributed to teachers in three rural New Jersey public middle schools, serving grades six through eight, based on their completion of one academic year implementing the 1:1 Chromebook initiative at the end of the 2017-2018 academic year. The researcher used convenience sampling for this study. The survey instrument was derived from the original survey "One-to-One Laptops in a High School Environment" developed by the Senator George J. Mitchell Scholarship Research Institute with the required permissions to use and adapt. Eighty-one participants volunteered to participate in the survey process. Research data analyzed with SPSS package 24.0 revealed no significant difference between the perceptions of teachers in the study based on the highest educational level they achieved, while teachers' years of experience influenced their perceptions in the area of students acting as responsible citizens and employees. This study will add to the body of existing research on 1:1 initiatives and provide educational leaders with insights based on quantitative data regarding teacher perceptions while planning to implement initiatives for technology integration and curriculum development within their districts. (ProQuest abstract).
