Dissertationen zum Thema „Education, Leadership|Education, Teacher Training|Education, Technology of“

As school leaders continue to attempt to integrate technology into today's classrooms, 1:1 laptop initiatives are becoming increasingly more prevalent and certainly more affordable than ever before. School leaders must be able to justify the expenditure by the direct impact the integration of the laptops make on classroom instruction and learning. Preparing and supporting teachers to teach and facilitate learning with these new technological tools is a necessity that cannot be overlooked in ensuring the success of 1:1 laptop initiatives. This study examined the impact of various professional development preparatory factors on the instructional change that occurred immediately after implementation of a 1:1 laptop initiative within three high schools. Significant differences were observed between the teachers' perceived value of different types of professional development activities, including learning to use hardware, software, content management and instructional delivery platforms, as well as learning to integrate technology into instruction. Significant changes were also observed in each of 11 different instructional activities when comparing teacher practice pre-1:1 laptop initiative implementation and during implementation. Correlations between the amount of time teachers had access to their own laptops prior to the 1:1 implementation and the change in frequency of use of the instructional activities indicated limited significant results, as did the correlations between the length of professional development preparation designed to prepare teachers for the 1:1 laptop initiative and the change in frequency of use of the 11 instructional activities. The final correlations between the teachers' perceived value of the four professional development activities and the change in frequency of use of the 11 instructional activities also yielded limited significant results.

Purpose: The purpose of this Delphi study was to identify the essential conditions (ISTE) required for technology integration in Professional Learning Communities for building effective teams, promoting collaboration, and endorsing shared decision making processes as perceived by members of the joint Technology Leadership Network of the Riverside County Office of Education and San Bernardino County Superintendent of Schools, California.

Methodology: A structured Delphi Study using mixed methods was conducted to find the expert panel's opinions, the members of the Technology Leadership Network in Riverside County Office of Education. Round 1 and Round 3 comprised scaled questions, producing quantitative data. Round 2 consisted of open ended questions, producing qualitative data.

Findings: Delphi expert panelists ranked shared vision, ongoing professional learning, empowered leaders, and student-centered learning as the top four ISTE essential conditions required for technology integration in PLCs. The Delphi expert panelists also identified the preconditions necessary for technology integration.

Conclusions: Based on the findings, a transformational plan and a change model were designed to effectively implement technology integration in Professional Learning Communities. The purpose of the plan and model was to provide step-by-step instructions for a transformational change plan for technology integration in Professional Learning Communities.

Recommendations: To prepare educators for 21st century PLCs, it is crucial to have technology integrated in professional developments. Technology integration is indispensable for PLCs to build effective teams and to have collaboration and effective decision making; however, it is not possible unless PLCs have a deliberate shared vision, embedded ongoing professional learning, empowered leaders at all levels, and data driven student centered learning. The prerequisites, if addressed properly, can provide the strong foundation required for technology integration in PLCs. Yet, the change needs to come within one's self, and educators as lifelong learners are the right people to integrate this change.

The purpose of this qualitative case study was to gain a better understanding of how induction programs might effectively support STEM K?8 teacher preparation. American schools are not producing competent STEM graduates prepared to meet employment demands. Over the next decade, STEM employment opportunities are expected to increase twice as fast as all other occupations combined. To meet the economic needs, the STEM pipeline must be expanded to educate and produce additional STEM graduates. The meeting of this objective begins with having the teachers working in American classrooms fully prepared and trained in STEM content, curriculum, and pedagogy. Research shows that the interest in STEM subjects starts in elementary school and, therefore, the preparation of elementary teachers to be proficient in teaching STEM to their students is vital. However, most induction programs do not focus on preparing their teachers in STEM. This study researched the Alternative Induction Pathway (AIP) program, which had STEM preparation as one of its core outcomes in the Long Beach Unified School District (LBUSD). It investigated the program?s effectiveness in preparing K?8 teachers with STEM content knowledge, curriculum, pedagogical instruction preparation, and the program elements that contributed the most to their experience in the program and overall STEM preparation as a result. This study was carried out over the course of approximately 6 months. Data included focused interviews with participants as well as analysis of existing documents in order to triangulate perspectives from multiple sources. The AIP program had varied levels of effectiveness in STEM content, curriculum, and pedagogy preparation. Relationships between the induction mentor, the administration, and the participating teacher, when strong and positive, were powerful contributions to the success of the acquisition and integration of the STEM content, curriculum, and pedagogy. The most effective components of the AIP program were the monthly support groups, the curricular resources, and the professional development nights facilitating the teaching and learning process for the participating teacher in STEM integration. The results of this training included examples of well-planned and executed STEM lessons with creative risk-taking, and enhanced confidence for teachers and administrators alike. At the same time, the AIP program had struggles in achieving the desired outcomes of STEM integration, due to lack of preliminary training for program administrators in STEM integration, varied needs between the MS and SS credential teachers, and state standard requirements that spoke to science and mathematics, but not engineering or technology. The main recommendation for policy from the results of this study is that STEM should be woven into preservice and continue through induction and professional development to become one of the main tenets of curriculum development and standards of effective teaching. This policy would affect colleges of education and district induction programs, requiring that STEM courses be added or embedded into the credential pathways. However, this approach would ensure that STEM integration is supported academically as an important and valued aspect of the teacher?s entrance to their career, and that pre-service teachers are ready to take advantage of induction offerings on STEM integration in the induction phase and throughout their careers in continuing professional development. The study also provides practice and research recommendations in regard to possible roles and supports for mentor teachers, including their relationships with resident teachers, as well as suggestions for and to maximize the benefits for effective teaching and learning during the induction process.

This study explored undergraduate teacher candidates' multicultural identity development. Forty-three participants were in two sections of the course Introduction to Education. The research questions investigated the ways in which candidates examine their cultural awareness, knowledge of diverse learners, and effective practices for 21st century classrooms. Participants in Group 1 experienced face-to-face instruction on issues of diversity. Group 2 engaged in a blended format with an educational online social networking site that extended class discussions on issues of diversity.

Quantitative and qualitative approaches were used to collect and analyze data. The findings revealed that instruction on multicultural awareness, knowledge, and skills in a one semester course had an effect on participants. Both groups demonstrated increased cultural self-awareness, appreciation of cultural differences, and knowledge of diverse cultures. There is evidence to suggest that the use of an online social network made a significant difference in the changes in Group 2 participants who evidenced greater changes in attitudes and beliefs in both the quantitative and qualitative data and analyses.

Understanding how candidates learn about and develop cultural competence extends research literature on educator preparation for diverse classrooms. The implications for teacher educators suggest a focus on the identity transformation process of teacher candidates and reexamination of the ways candidates are prepared for the multicultural realities of schools and society.

This study was designed to involve a variety of research methods, resulting in a mixed methods, case study approach to investigate best teaching practices in an elementary blended learning environment. The research-based evaluation work of Charlotte Danielson was incorporated as the theoretical framework for this research. Differing methods of tablet use were observed in 10 classrooms while data was collected on student engagement. Blended learning is among best teaching practices, though surprisingly, educators in this study were not familiar with blended learning models and techniques. The term "blended learning" in the context of this K-5 study meant utilizing different technology devices as a means to enhance teaching. Many educators are utilizing tablets in their classrooms on a daily basis without adequate professional development. The influx of tablets in America's schools has not been well planned nor have professional development opportunities provided teachers with the necessary training to fully implement and integrate best practice in their classrooms. Findings from this study help fill the gap in elementary level and rural area schools. Results from this research indicate that blended learning tools enrich the elementary school classroom. Tablet usage in this study demonstrated seamless bridging for all levels of academic achievement. Students were observed utilizing metacognitive skills when collaborating with their peers and demonstrating their learning through projects on their tablets. Three themes emerged from the interview data. First, blended learning and the integration of technology as a best practice supports current literature. The second theme involved professional development, including teachers' desire for both building- and district-level support as well as the frequency of professional development, and teacher technology support. And third, the school is the vehicle for teacher collaboration, differentiation for students, and engagement of students.

The purpose of this study is to determine the perceived technology capabilities of different levels of undergraduate students of Kent State University in the College of Education, Health, and Human Services teacher education programs; to determine if the perceived technology capabilities of students beginning the teacher education program differ from those nearing completion of the program; and, if the perceived technology capabilities of students change from the start to the end of the Educational Technology course. Examining student perceptions may provide insight on whether preservice teachers think they can prepare students for the 21^st century once they become inservice teachers. To determine whether preservice teachers perceive that they are being prepared to teach 21^st century skills by integrating technology into teaching and learning, three groups of students were surveyed: incoming students, junior-level students at the beginning and end of the Educational Technology course, and students nearing graduation. The TPACK survey for preservice teachers (Schmidt, Baran, Thompson, Mishra, Koehler & Shin, 2009) was used to examine preservice teachers' perceptions of their technology capabilities as related to teaching.

Teachers comprise an integral factor in the effective incorporation of technology into classroom activities, yet many current teachers remain unable or unwilling to employ technology fully or effectively. The findings from this study led to several conclusions, including that the students perceived themselves to have better technological abilities after completing the Educational Technology course and as seniors near the end of the teacher education program, and the results of this study should challenge teacher education faculty to consider how their beliefs, attitudes, and use of technology in teaching and learning are transmitted to their students.

In an ever-changing labyrinth of standards, accountability, and standardized testing, educators seek ways to improve instruction. Teachers need learning experiences that help them navigate an environment in which a growing list of student performance standards and standardized tests determine their success in teacher evaluations (Crawford, 2015; Terehoff, 2002). In this same pursuit, many administrators are challenged in their efforts to provide meaningful professional development to support teachers (Terehoff, 2002). The goal of this study is to gain insight into which TPD delivery types and which levels of student presence create the most meaningful and applicable learning for educators and to provide insight and guidance to administrators and TPD planners who are seeking ways to provide quality TPD.

The study data was gathered through qualitative methods, including participant observation, surveys, interviews, and focus groups. The data was exlored through the SPLT model. The major findings of the study suggest that higher model levels—which included student physical presence—led to an increased application of teacher-learning in the classroom and an increased confidence in attempting to apply newly learned techniques and tools. Teachers also suggested that these in-classroom session were more valuable when a pre- or post-discussion accompanied the session. The results demonstrated that learning at all model levels had value for different intended learning purposes. They also suggested that the TPD learning could be more effective when lower model level sessions are followed up with higher-level SPLT model sessions that occur in the classroom during instructional time with students physically present.

This qualitative case study explored how principal leadership influenced teacher motivation to seek out professional development opportunities on new technology. Two groups of participants included: 36 middle school teachers, and three principals in an urban area in Arizona. Information was collected for this study in two ways, teacher focus groups and principal interviews. Four research questions were developed: 1) What principal leadership factors motivated teachers to seek out professional development opportunities on the use of new technologies, 2) How did principal leadership influence collaboration among teachers resulting in a "learning" culture to share professional development "best" practices, 3) How did proactive teacher use of new technology result in these teachers modifying their instructional approaches in the classroom, and 4) How did principal leadership style determine what the nature of the process is that will be followed to determine how teacher requirements for professional development on new technology are fully met? This qualitative approach was derived from the theoretical foundation based on the work of Guskey, with more emphasis on principals and their ability to influence and motivate their teachers. The results and implications of this study supported (a) principals as the instructional leaders of their schools, (b) a need for better quality professional development workshops, and (c) motivation of teachers to seek out and share the content of professional development workshops with other teachers However, these results are not generalizable due to the sample size and use of only one school district in urban Arizona.

Keywords: Principal leadership, professional development, collaboration, technology, and teacher motivation.

The purpose of this quantitative retrospective causal-comparative study was to determine to what extent the form of professional development (face-to-face or online) or the level of instruction (elementary or high school) has on classroom teaching practices as measured by student learning outcomes. The first research question sought to determine to what extent the form of professional development affects classroom teaching practices as measured by student learning outcomes. The second research questions sought to determine to what extent the level of instruction affects classroom teaching practices as measured by student learning outcomes. The sample was 432 Ohio teachers who participated in the Ohio Performance Assessment Pilot Project. There were 105 teachers who engaged in face-to-face professional development and 327 teachers who engaged in online professional development. There were 216 elementary teachers and 216 high school teachers. An independent samples t-test with a probability level of p = 0.05 was used to determine the differences in student learning outcomes by form of professional development and level of instruction. This study found there is no statistically significant difference between teachers who engaged in face-to-face professional development (M = 0.519) or online (M = .467) or teachers who taught elementary (M = 0.524) or high school ( M = 0.493). These findings suggest when the content of professional development is comparable, the form of professional development and the level of instruction have minimal effect on student learning outcomes.

The purpose of this quantitative descriptive survey research was to assess and describe the effect of technology training on career and technical education (CTE) teachers’ perceptions of computer self-efficacy and technology practices in a vocational school district in New Jersey. CTE schools prepare future citizens and workers for the challenges of a global technological society. Technology training is crucial to the success of CTE teachers who have the daunting task of better educating students and developing the highly technical skills and problem-solving abilities of workers to compete in the global marketplace. A purposive sample of 84 teachers who attended technology training in the district completed technology-based surveys and six teachers agreed to participate in an interview and classroom observation. Triangulation of the findings of the surveys, interviews, and classroom observations helped to validate the methods and lend important insights to CTE leaders on the effectiveness of technology training. Findings indicated that CTE teachers are using technology in the classroom, but not implementing at levels consistent with developing the higher order thinking and problem-solving skills of students. A practical suggestion for technology training designs included the use of adult learning theories and constructivism for improving the levels of technology implementation among CTE teachers. Recommendations of the study targeted annual technology assessments, post-secondary collaborative partnerships, and supportive leadership to address the needs and concerns of teachers.

Online learning has become a prevalent method of instruction in higher education. There are many reasons for this change in pedagogy, including rapid developments in technology, as well as the logistic challenges of enrolling in college, such as commuting and coordinating work schedules. The quality of online instruction and its impact on teacher preparation, however, has yet to be fully investigated. The purpose of this study is to add to the existing literature regarding online learning and its use in teacher preparation. This study, more specifically, compared the effects of differentiated use of a specific online learning environment, the IRIS Center for Training Enhancements (http://iris.peabody.vanderbilt.edu/index.html), on knowledge of teacher candidates in two sections of a Teaching Exceptional Learners course for general education undergraduate and graduate teacher candidates. Pre- and post-instructional concept maps were used to measure growth in knowledge in this counterbalanced study. Results indicate both methods of instruction, in-class and at-home, with the IRIS modules are effective for increasing the knowledge base of general education teacher candidates. Analysis of the data showed no significant differences in learning between the two methods. While preference of methods differed, overall, participants felt the IRIS modules were beneficial and made an impact on their learning.

The purpose of the study was to explore pre-service teachers' integration of tablet technology in reading, comprehension and writing instruction. As global technological use continues to soar, a large absence in the availability of tablet technology in the public schools continues, and reflects a glaring disparity between the technological uses inside and outside of education.

Within a qualitative paradigm, two theoretical frameworks guided this study -- phenomenology and transformative learning (TL) theory. The researcher conducted three sets of interviews of 14 pre-service teachers. This study was guided by four research questions regarding pre-service teachers' descriptions of using technology integration in delivering reading, comprehension, and writing instruction using tutorials. The study explored the extent to which pre-service teachers employed tablet technology during learning activities. Data collected included an interview of the interpretive researcher, tutoring lesson plans, cadre conferencing blogs, and final case study reflections. Data was analyzed using Saldana's (2013) holistic coding methods and Giorgi's (1994) four-step analysis process.

From the four research questions, ten essential themes emerged from pre-service teachers' lived experiences of integration of tablet technology: (a) generational learning shift, (b) cognitive disassociation with learning, (c) paradox of gaming, (d) technological disinclination, (e) critical thinking and problem solving, (f) self-generated learning, (g) collective brain and partnership, (h) collaborative creativity, (i) reluctance in integration of technology with writing, and (j) academic and recreational convenience. These themes revealed both positive shifts in the processing of innovative technology and literacy instruction, and challenges that must be overcome if pre-service teachers are to help students reach their full potential in the 21st century. An analysis of transformative learning theory (Mezirow, 1978, 1991, 2000), revealed five pre-service teachers who experienced the ten stages while another nine who experienced partial transformative learning stages.

The findings have implications for the restructuring of teacher education programs. Pre-service teachers require continued increases of their technological, pedagogical and content knowledge (TPACK), as well as greater development of their writing skills. An increase in the transformation of pre-service teachers' skillsets and mindsets can be facilitated with explicit technological integration of literacy instruction to prepare them to improve student learning outcomes.

Use of free and open source software (FOSS) by teachers in public schools is limited. The purpose of this study was to determine whether there were statistically significant differences among teachers who use FOSS in the classroom, teachers who use proprietary software in the classroom, and teachers who do not use software in the classroom at all, with the goal to propose ways to mitigate barriers to implementation of FOSS by teachers in public schools. The research design was quasi-experimental. Independent t tests were used to measure differences among the three groups on the following independent variables: age of respondent in years, years of teaching experience, primary subject area taught, level of education, number of years of experience in using technology, number of district training sessions or technology initiatives attended in the previous 12 months, impact of school site leadership on implementation of technology in the classroom, and impact of district technology initiatives on implementation of technology in the classroom. The results revealed statistically significant differences only concerning the impact of school site leadership as reported by teachers who used FOSS and teachers who used proprietary software. Recommendations to encourage teachers’ use of FOSS included establishing collaborative processes by instructional staff, administration and information technology personnel to identify and assess appropriate FOSS solutions, training opportunities in the use of FOSS in the classroom, and guidelines to monitor and evaluate the effectiveness of the selected software solutions (proprietary and FOSS).

This mixed methods study explored how elementary school teachers who use Twitter extensively use it to support their professional learning and development. Four research questions guided this study: 1. How are teachers using Twitter for their professional learning and development? 2. What do teachers report learning from their use of Twitter? 3. What do teachers say they do with the information they have learned from using Twitter? 4. What support do teachers have when they want to implement what they have learned from Twitter?

An online survey was distributed via Twitter targeting teachers of elementary grades. A total of 107 participants were included in the final sample. Interviews were conducted with a purposeful sample of 19 teachers. Document analysis of tweets from a subsample of interviewees and from a sample of tweets from the #2ndchat Twitter community served as triangulation.

The key findings from this sample illustrated several ways teachers learn from Twitter. In response to the research questions, teachers reported using Twitter as a source of motivation and support, explaining that it provided them with feedback, encouragement and peer accountability. Second, teachers reported learning about many topics, especially technology integration techniques. Third, teachers described using the information they learned to alter some of their teaching practices and to pursue other educational opportunities. Lastly, more than half of teachers reported having administrators who supported their efforts to implement Twitter-based ideas. In addition, teachers appreciated certain affordances of Twitter including immediacy, choice, and access to other educators.

These findings have several implications for teachers, school leaders, and policymakers. Teachers reported that they believed they were getting trustworthy information from highly reputable Twitter users. However, it would be important for them to critically review the information and ensure its alignment with evidence-based teaching practices for how students learn. Further, teachers’ responses seemed to indicate that they want input and control over their learning, which has important implications for traditional professional development offerings. As Twitter continues to expand and gain acceptance as a source of learning for teachers, considerations for its use as a 21^st century tool must be taken into account.

Technology is increasingly present in American homes and offices and in nearly every form of American entertainment. As a result, U.S. society has become dependent on technology. Most Americans' daily routine consists of frequent interactions with electronic gadgets, interfaces, and computers in order to purchase goods online, meet people, and work. Therefore, to some extent, U.S. schools should mimic the current social environment by using technology as an educational tool. The global environment demands that students have 21st-century technology skills. Today's students learn using different modalities that require various accommodations in the classroom setting. Teachers play a pivotal role in fully preparing and engaging students. Thus, it is important to identify what factors influence teachers' decision to integrate current technology educational tools in the classroom.

The purpose of this study was to determine the strength of the relationships, if any, between teachers' demographics, use of current technological tools, attitudes, professional development, and rate and stage of technology adoption/integration. A survey instrument created by Buckenmeyer was modified and updated to reflect the technologies used in the classroom. Five elementary urban public schools and 133 teachers in Newark, New Jersey, participated in the study. Their responses were used to determine the relationships between various factors and the rate and stage of technology adoption/integration.

Significant correlations were found between technology adoption/integration and each of the categories— especially teachers' beliefs and attitudes and professional/staff development. Various items in each category were found to be significantly correlated with technology adoption/integration, including teachers' belief that they are better teachers with technology and addressing students' learning styles. Additionally, mean scores showed strong agreement with the desire to participate in professional/staff development workshops on how to integrate current technology educational tools into the instruction, especially into the new English language arts and math curricula in Newark Public Schools.

Based on the strength and significance of the correlations and mean scores, there were three recommendations for stakeholders regarding the factors that influence teachers' decision to integrate current technology educational tools into the classroom: (a) improve teachers' belief in and attitudes toward the use of current technology educational tools; (b) provide continuous, technology-infused professional development opportunities that align with the current literacy and math curricula; and (c) provide current technology educational tools such as hardware, learning software, and Web 2.0.

This qualitative, phenomenological study explored the teacher perceived barriers of using mobile devices in the K-5 classroom. Research confirms teachers face various types of variables and become reluctant to use technology within their curriculum driven lessons. This study sought to understand what teachers perceive as barriers, and how the perceived barriers interfere with the daily instruction through mobile devices in all subject areas. The problem guiding the study was based on the fact that teachers are given mobile devices, but do not fully integrate them into the classroom instruction. The study used a purposive sample of 12 elementary teachers. The findings from the study were derived from interviews using open-ended questions and an observation. Both were used to gather data based on the lived experiences of the participants. The data was analyzed and the following themes were discovered: Time constraints, management issues, inadequate number of devices, professional development/training concerns, and lack of knowledge. These findings may provide school leaders with specific areas to address, possibly reduce, or eliminate the barriers that cause teachers to limit their use of mobile devices.

Practitioner Inquiry provided the framework for teachers (participants) and the teacher as researcher to work collaboratively engaging in a continuous process of planning lessons, reflecting on practice, systematically collecting data, and problem solving as they integrated technology within literacy curriculum. Three teachers (Trio Group) met weekly to discover how teachers learn about literacy technology integration, how they apply this in their classroom instruction, and how they share their ideas about literacy/technology integration with other teachers. These teachers shared their learning with a larger group of teachers (Technology Team) who then hosted a professional development session for the entire faculty to teach them how to integrate technology within instructional practice. Data was gathered from faculty surveys, lesson plans, the Trio Group’s blog posts, videotaped collaboration, audio recordings of all meetings, researcher’s field journal, and the final reflections of faculty. Data was analyzed using “in vivo coding” (Saldana, 2009), looking at each data source independently, and then creating larger categories that led to a descriptive view of the data in themes. Key findings that positively impacted teachers’ ability to learn how to integrate technology were: acknowledging teachers’ perceptions, providing time for collaboration with colleagues, application of practice, scaffolding the learning, and job embedded reflection. Implications include considering a broader view of literacy, technology, and instructional knowledge to include digital literacy and the TPACK framework (Kohler & Mishra, 2009). Implications also include re-envisioning the roles of educators as well as traditional professional development. Collaborative Inquiry Circles were suggested as an alternative to the traditional methods of professional development that could lead to meaningful and sustainable learning opportunities for teachers.

Few studies have investigated how university students in the United States or in other countries use smartphone technologies to support their learning. Much of the current research has investigated the general use mobile devices such as smartphones rather than identifying the specific applications used by university students to support their learning. In addition, there is a lack of research investigating the influence of institution, gender and culture on university students' use of smartphones to supporting their learning. The purpose of this study was to investigate how US university students and university students from Saudi Arabia use smartphone for learning in the undergraduate teacher education courses. A total of 249 undergraduate teacher education students from Montana State University and 320 undergraduate students from King Kahlid University, Saudi Arabia were surveyed to assess their use of smartphone applications to support their learning. Results from the 43 item smartphone survey found that MSU students reported using their smartphones "sometime to often" during class and outside of classroom setting while KKU students on the other hand reported using smartphones "Never or Rarely" during class or outside of class. The most frequent use of smartphones by MSU students reported was for communicating and collaborating with others by texting or through email. The most frequent uses of smartphones reported by KKU students during and outside of class were for "communicating with others by texting and "accessing course information". Although MSU and KKU students differed significantly on some of the items assessing smartphone use in and outside of the classroom, the differences were very small in magnitude. Both MSU and KKU students reported that they "never or rarely" observed others using their smartphones to dishonestly to complete assignments or during quizzes and exams. Results from this study indicate that smartphone applications are under utilized as a learning tool in higher education. As university students continue to have greater access to mobile devices, university faculty should consider ways to develop courses that are accessible by smartphones and other mobile devices to increase student learning opportunities.

The purpose of this study was to identify the perceptions of iEARN online facilitators with regards to successful online facilitator’s roles and their current practice roles. Additionally, the study also attempted to identify the 5 top motivating and inhibiting factors that influence iEARN facilitators’ roles and affect their performance. The study revealed that iEARN facilitators generally possess a relatively high perception of the successful online facilitator roles. The results of the quantitative questionnaire used to collect data from 35 subjects also demonstrate that iEARN facilitators’ perception of their current practice of the successful roles do not match with their perceptions of successful facilitator roles. Moreover, the results also showed that iEARN facilitators view intrinsic incentives as the top motivating factors that influence their performance. The study also revealed the 5 top inhibiting factors as per the subjects of the study. This dissertation has helped to bridge the gap between what iEARN facilitators view as successful roles and what they actually do in reality along with the most influential motivating and inhibiting factors.

Because of the increase of online education options and the continuously increasing demands on teacher time, this case study analyzed online mentoring's effectiveness for beginning teachers in one Midwestern school. Specifically, the case study analyzed what, if any, the effects were of including an online learning forum to modify the traditional teacher mentoring program as well as the experiences of the mentees. A further analysis was conducted considering the administrator's role in the creation and facilitation of an online learning forum for teacher mentoring. To guide the creation and maintenance of the online learning forum, the participating teachers completed the survey 'Beginning Teacher's Views on Practice' three times throughout the year of research. Both quantitative survey data as well as qualitative data including in-depth interviews and discussion board posts were later analyzed. From the survey analysis it was concluded that of the 12 areas of needed development indicated by the participating teachers, nine indicated minimal to strong positive growth. This level of growth indicated the online learning forum was able to provide beginning teachers with necessary career development. In regard to the experience of the mentees, through indepth surveys it was indicated that the online mentoring program often reflected aspects of previously conducted research; however, most importantly, the online learning forum experience provided a structured but personalized approach to learning. Considering the administrator's role in the facilitation of the online learning forum, it was concluded that the role is complex in that no matter the amount of trust and community built between the administrator and the beginning teachers, there is still a supervisor-subordinate relationship that is difficult to overcome. Although this case study offers a general context of an online learning forum for beginning teachers, further studies should investigate a larger number of participants who span several schools or several districts to increase participation and variety of perceptions and experiences. Further, it would be advantageous to investigate how multiple, non-administrative mentors who maintain the online learning forum affect the participants' experiences.

Teacher preparation colleges and universities have been studied to determine best practices and respond to educational reform. Education as a whole has been criticized for the rate at which reform occurs. Technology in education has its roots in the early 1990s, but best practices to provide professional development to current teaching staff and in the teacher preparation programs continue to evolve.

This study shows the outcomes of a unique school-university partnership preparing pre-service teachers to purposefully integrate technology in their future classrooms. Six Duquesne University interns were followed through their university technology integration course and during their semester internship at a Pittsburgh area school district with technology rich classrooms. This investigation is distinctive as the interns were embedded field experiences focusing on technology prior to their student teaching experiences. In documenting the interns’ stories, their narratives further inform the effect of such opportunities and advance school-university partnerships for the purpose of better preparing teachers for today’s technology-rich classrooms and reduce or eliminate the Second Level Digital Divide.

This study focused on the motivation of K-12 teachers to participate in district online professional development and to sustain the knowledge or skills learned. This study identified how teachers in a suburban school district, located in the Hudson Valley region of New York state, evaluated the online professional development they received and the extent to which their learning continued beyond the initial training. Through a phenomenological study, data indicated several factors motivated teachers to participate in online professional development; the primary motivator was the relevance of the topic. The online survey and interviews indicated teachers were interested and willing to participate in online professional development when they could choose the topic and the setting in which the learning takes place. An additional motivator was the benefit of collaboration and support provided by the facilitator, both during and after the training. Teachers shared their ability to make connections and to reflect on their own experiences increased when they had the opportunity to work collaboratively with the facilitator to develop and implement a lesson using the new knowledge or skill. Teachers who identified taking relevant district online professional development with collaborative facilitators also reported specific examples of how they implemented skills in their classrooms. Teachers described how the district online professional development helped to improve their students’ learning.

This study explores teacher perceptions of Bring Your Own Device (BYOD) programs in the classroom, with a focus on teacher use, student equity of access, and student ability to use their devices as learning tools. While one-to-one laptop programs (students assigned identical school-owned laptop or tablet) has an extensive body of literature behind it, BYOD has relatively little peer-reviewed research.

A framework was developed to guide this research that related teacher technology use, equity of student access, and student ability to learn to use the devices they brought. Two instruments were created to collect data: (a) an anonymous online survey to collect information from 108 teachers already incorporating BYOD into their classes, (b) a semi-structured interview with eleven teachers who volunteered after completing the first instrument.

Findings suggested that teachers with constructivist compatible beliefs were likely to have more positive perceptions of BYOD, as were those who worked in schools with a more positive atmosphere. Very few teachers (12%) thought that BYOD programs were inherently inequitable, although 25% thought the programs in their own school was inequitable. Teachers were concerned that all students have access to an effective device when the student did not bring one and they primarily looked to school-owned technology to be available. Teachers also reported that students could learn to use their individual devices by working with other students and through working on assignments, while teachers had specific techniques they used to support this learning. Teachers overall did not view themselves as being responsible for providing technology support to students, and instead expected students to resolve their own technology problems. Many teachers (42%) liked that students had different types of devices.

A key advantage of BYOD is the knowledge the students bring when they bring their own device. These results provide tentative support for Bring Your Own Device programs as a viable, cost- effective way for students to use their own technology for learning.

The prevalence of mobile technology, particularly the mobile phone, is changing the manner in which individuals communicate, access information, conduct business, teach, learn, and cultivate relationships. These technologies have charged stakeholders in both the business and the educational arena with the challenge of embracing mobile phone use and leveraging it as a learning tool. Researchers and educators are exploring the concept of integrating mobile phones into classroom instruction to enhance academic experiences for students, engage them in the learning process, and find new ways of extending learning beyond the school walls. Although this topic of research is in the infancy stage, emerging evidence supports the utilization of mobile phone technology, indicates it can successfully be leveraged in the academic setting and is rapidly becoming the technology of choice. This study contributes to the developing research in the field of integrating mobile phones into the classroom setting as high school teachers and students express their perceptions regarding how mobile phones are currently being utilized in the classroom to support instruction and whether future practices should support integration.

Data gathered from this study indicate the teacher and student participants support mobile phone access and utilization both in and out of the classroom and value the devices as an instructional resource. Further, in this study participants offer solutions to the perceived challenges that may occur as mobile devices are implemented in the school setting in order to ensure meaningful and successful mobile phone usage. Collectively, teacher and student participants encourage a shift in current educational pedagogy which will support 21st century learning through the use of mobile phones in the educational arena.