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Dissertations / Theses on the topic 'Technology integration in schools'

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Published: 4 June 2021

Last updated: 15 February 2022

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1

Chebbi, Tarek. "Technology professional development for principals : impact on the integration of technology in elementary schools." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/2122.

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The use of technology in schools is no longer the topic of educational debates, but how to ensure that technology is used effectively continues to be the focal point of discussions. The role of the principal in facilitating the successful integration of technology in the school is well established. To that end, the Florida Department of Education implemented the FloridaLeaders.net: a three-year professional development project in technology for school administrators. The purpose of this study was to investigate the effectiveness of this professional development project on integrating technology in elementary schools. The study compared a group of schools whose principals have participated in the FloridaLeaders.net (FLN) program with schools whose principals have not participated in the program. The National Technology Standards for School Administrators and the National Technology Standards for Teachers were used as the framework to assess technology integration. The sample consisted of three groups of educators: principals (n = 47), media specialists (n = 110), and teachers (n = 167). Three areas of technology utilization were investigated: a) the use of technology in management and operations, b) the use of technology in teaching and learning, and c) the use of technology for assessment and evaluation. Analyses of variances were used to examine the differences in the perceptions and use of technology in each of the three areas, among the three groups of educators. The findings indicated that the difference between FLN and non-FLN schools was not statistically significant in most of the technology indicators. The difference was however significant in two cases: a) The use of technology for assessment and evaluation, and b) The level of technology infrastructure in FLN schools. Additionally, all FLN and non-FLN groups reported the need for technology training for teachers to provide them with the necessary "know-how" to effectively integrate technology into the classrooms. T hese findings would indicate that FloridaLeaders.net was not effective in integrating technology in schools over and above other current efforts. It is therefore concluded that the FLN project had some favorable impact but had not met all of its stated objectives.

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Weathersbee, Julia Catherine. "Impact of technology integration in public schools on academic performance of Texas school children /." View online, 2008. http://ecommons.txstate.edu/arp/272.

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3

Garcia, Luz Elena. "Integration of Technology in Colombian Schools: Case Study of Three Schools in the Atlantico Department." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275672168.

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4

Calhoun, Kelly J. "Superintendent change leadership strategies associated with successful technology integration in public school districts /." La Verne, Calif. : University of La Verne, 2004. http://0-www.umi.com.garfield.ulv.edu/pqdweb?did=813768981&sid=1&Fmt=2&clientId=11819&RQT=309&VName=PQD.

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5

Ames, Clarence W. M. "Teacher perceptions of factors influencing technology integration in k-12 schools." Thesis, Utah State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10246612.

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Advancements in technology often make life easier, make processes easier, and increase efficiency. While this is true as much in the public school system as it is in other aspects of life, technology integration initiatives often struggle in K-12 schools. In its first year of implementation, one statewide technology initiative targeting personalized learning for mathematics resulted in significantly improved proficiency in mathematics for students with high technology usage, but over 90% of students had low usage. This year, which is year two of the initiative, I went into some of the classrooms in the Junior High with the highest technology usage to better understand what facilitates successful technology integration. Data were collected from six teachers and one administrator through interviews and observations. I also looked at factors such as change management, learning environment, and student motivation in order to understand the relationship of these factors to teacher perceptions of factors that influence technology integration. Though many influential factors emerged that all seemed highly interrelated, the most common theme that emerged across all factors was that letting teachers show each other how to use the technology to make life easier and improve learning for students may result in higher levels of technology integration.

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Noonan, Andrea. "Middle School Teachers' Technology Integration." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5916.

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Although school districts have invested heavily in technology for teachers and students, the problem of inconsistent technology integration permeated a local school district. In order to create a 21st century learning environment for students, teachers must integrate technology with curriculum and evidence-based teaching practices. The purpose of this case study was to investigate current middle school teachers' technology integration in a suburban school district in North Dakota, Midwest Public Schools (pseudonym). Technological Pedagogical Content Knowledge (TPACK) was used as a conceptual framework to guide the study. This study focused on exploration of current teacher practice in regard to technology integration and the perceived support they currently receive to do so. A case study research design was used, and data collection included interviews and classroom observations of 10 middle school teachers to determine current technology integration practices and explore the barriers for integration and teachers' perceived support in this endeavor. The 10 participants were chosen based on content area, grade level, and years of experience. The data were analyzed using thematic coding followed by an open coding process based on the TPACK framework constructs. Teachers are using technology in their instruction at varying levels. Overall, the case showed a strong indication of TCK and lower results in the area of student technology use. The results provided information for administrators in the district regarding additional training for teachers based on their current technology integration and perceived barriers of implementation in the classroom. Social change implications for this study involve an increased awareness of technology integration for teachers and administrators. Classroom teachers in this local district as well as districts across the nation could benefit from improved practice using technology to be able to learn and work in the complex school and work environments.

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7

Hawman, Michael W. (Michael William). "Strategies for successful technology integration." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10546.

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8

Bello, Aderonke Abosede. "Impact of Technology Interventions on Student Achievement in Rural Nigerian Schools." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/113.

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Increasing technology intervention in rural schools is still a herculean task, especially with the lack of adequate infrastructures and limited resources. The purpose of this quantitative, causal comparative study was to determine the impact of technology interventions on student achievement in rural Nigerian schools. The study explored the differences in student achievement in mathematics and English between technology and nontechnology schools and established a relationship between teachers' level of technology implementation and student achievement. The convenience sample comprised 2,369 examination scores in mathematics and English of Senior Secondary Level 2 (SS2) students and purposive sampling of 34 teachers who participated in an online survey. Data were analyzed using multivariate analysis of variance (MANOVA), the level of technology implementation (LoTi) framework, and Pearson's correlation coefficient test. The results showed significant differences in student achievement between technology and nontechnology schools. However, the LoTi framework results indicated a low level of technology implementation in classroom instruction and no significant relationship between teachers' technology integration and student performance. Thus, the mere presence of technology seems to have more impact on student grades than the ways in which teachers use it. This study is resource material for stakeholders in education to ascertain the technology that worked best, teachers' professional development, and other infrastructures, prior to the deployment of technology interventions. The results could be useful for increasing teachers' technology integration and improving student performance, thereby leading to positive social change.

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Boykin, Kendra M. "Professional development practices in literacy and technology integration at socioeconomically different schools." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539618665.

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Socioeconomically disadvantaged and African American students consistently perform lower on literacy assessments that measure reading and writing achievement than their dominant culture peers. The changing nature of literacy itself is making this literacy problem even more challenging. Competencies for interacting in digital contexts, identified as new literacies, are necessary to effectively read, write, and communicate using the Internet and other information and communication technologies [ICTs]. According to extant literature, African Americans and socioeconomically disadvantaged students are more likely than their dominant culture peers to use digital technologies to build traditional literacy (Au, 2006; Harwood & Asal, 2007).;Teachers have an important role in providing all students with the technological experiences that will allow them to be literate in the 21st century (IRA, 2009). The changing nature of literacy underscores the importance of professional development for literacy and technology integration (Karchmer, 2001; Watts-Taffe & Gwinn, 2007). The purpose of this study was to understand how and why teachers may engage students from a socioeconomically disadvantaged school with a predominately African American student population in different digital technological literacy experiences than students from a more socioeconomically advantaged school with a large percentage of African American students. The study focused especially on the roles professional development may play in creating students' inequitable experiences with new literacies.;Examined through the lens of Kincheloe and McLaren's (2005) reconceptualized critical theory: hegemony and ideology, this research study discovered educational practices, including professional development about literacy and technology integration, that have possible roles in reproducing inequalities in education.

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Walz, Loretta Jean. "The artful struggle for the integration of computers in schools." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1311.

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Sisco, Howard Thomas. "A Correlation of Technology Implementation and Middle School Academic Achievement in Tennessee's Middle Schools." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1938.

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The purpose of this study is to examine the relationship that exists between the reported implementation and integration of computer based technology into the middle schools of Tennessee and the achievement test scores of the middle school students in grades 6, 7, and 8. In January of 2004, 2005, and 2006 the Tennessee Department of Education implemented the EdTech Tennessee Online Technology Evaluation System (E-TOTE) Survey of technology implementation and integration to gather data from public schools. This survey was intended as a means of providing a measure of the status of technology to the federal government required under the No Child Left Behind (NCLB) legislation. Annually students in Tennessee take the state mandated Tennessee Comprehensive Achievement Program (TCAP) test. The reports of the test results are aggregated by school and by grade. This study investigated possible correlations between these 2 sets of data. The technology implementation and integration levels of the schools were analyzed to determine if there were any correlations between reported technology levels for the schools and the school-level TCAP achievement scores in reading and language arts, mathematics, science, and social studies. Specific technology indicators that were examined included the level of technology integration, teaching and learning, educator preparation and development, administration and support services and infrastructure for technology, number of computers, network access, and capabilities and percentages of 8th grade technology literacy. The study population consisted of 154 middle schools in Tennessee that were comprised of grades 6, 7, and 8 for which school3 level Tennessee Comprehensive Assessment Program scores were available and who completed the E-TOTE survey in 2004, 2005, and 2006. The findings include: The correlations identified in this study indicate that there is a very small relationship between the implementation and integration of technology in Tennessee middle schools. The school-level TCAP scores were also found to be increasing for each year from 2004 through 2006 in reading and language arts, mathematics, science, and social studies. Over the same period the number of computers in these schools are increasing, as is the level of technology implementation and integration as measured by the E-TOTE survey system.

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Thurm, Catherine. "Technology integration in Alberta schools, a review of policy and practice, reliance on technology undermines support for teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0019/MQ48414.pdf.

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Thurm, Catherine (Catherine Carol) Carleton University Dissertation Journalism and Communication. "Technology integration in Alberta schools - a review of policy and practice; reliance on technology undermines support for teachers." Ottawa, 1999.

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14

James, M. Lovetta Wildemuth Barbara M. "Middle school teachers' understanding of technology integration." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2778.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Mar. 10, 2010). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Information and Library Science." Discipline: Information and Library Science; Department/School: Information and Library Science, School of.

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15

Pine-Thomas, Joy Anne. "Educator's Technology Integration Barriers and Student Technology Preparedness as 21st Century Professionals." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3465.

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Millions of dollars have been spent to acquire educational computing tools, and many education, government, and business leaders believe that investing in these computing tools will improve teaching and learning. The purpose of this quantitative study was to determine whether charter school educators face technological barriers hindering them from incorporating technology into their classrooms. If they experienced self-efficacy issues integrating technology in their classrooms and if they believed their students were technologically prepared as 21st century professionals. A 5-point Likert scale survey, validated by a pilot study, was completed by 61 charter high school teachers. Their responses were analyzed, scores from the individual mean responses were used to calculate the total mean; and a parametric t test used to determine if the null or alternative hypothesis could be rejected. The theoretical foundation for this study was Cubans' and Brickners' first- and second-order barriers to change. In one charter school stratum, teachers experienced barriers integrating technology into their classes, while teachers in the other charter school strata did not. There was statistical significance in teachers' beliefs about their skills integrating technology into their classes and their students being technologically prepared as 21st century professionals. The results of this research could lead to positive social change by providing valuable information to help charter school administrators identify teachers who are experiencing barriers and how they can improve teacher's professional development integrating technology into their classrooms.

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Sears, Janice Holman. "Attitudes and perceptions of Mississippi career and technology school administrators toward technology integration and their knowledge and use of the National Educational Technology Standards for School Administators (NETS-A)." Diss., Mississippi State : Mississippi State University, 2006. http://sun.library.msstate.edu/ETD-db/ETD-browse/browse.

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Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development.
Title from title screen. Includes bibliographical references. Also available in print.

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17

Durff, Lisa. "Overcoming Pedagogical, Social/Cultural, and Attitudinal Barriers to Technology Integration in K-5 Schools." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3602.

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Technology engages and increases academic achievement for K-5 students, but teachers face attitudinal, social/cultural, and pedagogical barriers when they integrate technology for student learning. Although some teachers overcome these barriers, it remains unclear how they do so. The purpose of this qualitative multiple case study was to analyze the attitudes and behaviors of 3 groups to determine how some teachers successfully overcame barriers to technology integration. The conceptual framework included Bandura's social cognitive theory and Ertmer's theory on second order barriers to technology integration. Participants were drawn from each of 3 schools in the northeastern United States. Data included interviews from 3 groups of 2-3 classroom teachers, 1 administrator, and 1 technology integration person. Data were analyzed using open coding to identify rich themes and patterns. The findings showed that a triadic force of administrators, technology support, and teachers worked together to positively influence technology integration. Strategies included providing appropriate professional development, building collegial support and sharing among teachers, training teachers to locate relevant technological resources, and establishing value and support for the use of technology for learning. The present study may contribute to positive social change by increasing the knowledge of barriers preventing integration of technology into K-5 classrooms, and by providing information that will allow teachers, administrators, and technology integration personnel to implement strategies that reduce and overcome these barriers.

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18

Geide, Cherie A. "A Descriptive Study of Technology Acquisition and Integration in Middle Atlantic Catholic Elementary Schools." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26028.

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Financing technology is an expensive and ongoing process due to constant upgrades and advancements that make yesterday's innovations obsolete. How Catholic elementary schools attempt to meet the financial challenge to provide necessary technological tools to their students is a concern expressed throughout the Catholic education community. The questions addressed in this study include: (1) how are Catholic elementary schools in the middle Atlantic states financing technology in their schools? (2) to what extent has technology been integrated into these schools? and (3) what are some of the factors, combined with funding, that have enabled or hindered technology integration within these schools? This study of middle Atlantic Catholic elementary schools was planned to include a survey of approximately two hundred sixty-four (264) schools within the Dioceses of Charlotte, Raleigh, Richmond, Arlington, Wilmington, and the Archdioceses of Washington, D.C. and Baltimore. However, only superintendents for the Dioceses of Charlotte, Richmond, and Arlington approved of the survey distribution in their systems. As a result, seventy-two (72) schools were surveyed in these three systems. The survey instrument contained questions designed to identify the methods of funding technology programs; the extent of technology use in the schools; any factors in addition to funding that have enabled technology integration; and any factors that have affected cost of technology in the school. Follow-up telephone interviews were conducted as needed. Candidates selected for interview were based on any notable survey responses. Descriptive statistics were obtained from the survey and telephone interview data and were placed on the Demographics, Technology Use and Integration, and Budget and Acquisition data collection charts. School demographics, staff development programs, percentage of budget designated for technology, and primary sources of technology funding were a few of the areas investigated. Although general references are available to Catholic school administrators regarding technology funding, this information is time consuming to read for application to locality and specifically to Catholic education. The data collected from this study will be sent to each school principal who returned a survey and will reveal technology trends and methods of funding that are specific to the middle Atlantic Catholic elementary schools. In addition, conclusions drawn from this study relative to funding methods, extent of technology integration, and factors that have enabled technology programs within the schools, provide the basis for future study.
Ed. D.

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Hohlfeld, Tina N. "The relationship between technology integration and achievement using multi-level modeling." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002333.

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Amedzo, Ephraim Kofi. "The integration of information and communication technology into rural schools of South Africa : a case study of schools in Malamulele /." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/329.

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21

De, Jong Stephanie Lyn. "Practicing teacher perceptions of technology and technology integration in K-12 education." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2680.

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This cross-sectional study assessed participants' perceptions of classroom technology integration and compared them to variables such as years of teaching experience, age, gender, computer access, technology training and level of technology adoption in the classroom.

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Karaca, Feride. "Factors Associated With Technology Integration To Elementary School Settings: A Path Model." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613343/index.pdf.

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In this study, a three phase Sequential Mixed Method Design was utilized to test a research based model explaining the relationships between technology integration and the factors affecting it. In the first phase, interviews were conducted with 20 elementary school teachers to identify the most common factors affecting elementary teachers&rsquo
use of technologies. The qualitative findings then guided the development of a survey instrument in the second phase. In the last phase, this survey was administered to 1080 classroom teachers in Ankara. In this phase, a path analytical approach was utilized to investigate the direct and indirect effects of teaching experience, computer use in years, principal support, colleague support, technology competency, teachers&rsquo
attitude and belief towards using technology and lack of time on technology integration to elementary school settings. Our findings indicated that technology integration is a complex process affected by many factors and these factors are highly related to each other. Within all factors, teachers&rsquo
technology competency has the largest direct effect on technology integration. Also, principal support, computer use in years, colleague support and teachers&rsquo
attitude and belief have important influences on technology integration. The technology integration model developed in this study provides a valuable tool for both policy makers and school principals to design and develop some strategies to bring success about integrating technologies in school environments. It will help the school principals in developing a vision and plan, indicating how technology will be integrated to the lessons and how the teachers are expected to use technologies.

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Whitworth, Shelli A. "Secondary world history teachers' integration of technology into the classroom : a mixed-method approach." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002246.

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Cook, Casey J. "EXPLORING THE USE OF INTERACTIVE MULTIMEDIA AS AN INSTRUCTIONAL RESOURCE IN MIDDLE SCHOOLS OF NORTHWEST OHIO." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143487641.

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Warner, Barbara Jean. "A description and analysis of the Sacramento Model Technology Schools: The first four years." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2943.

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The purpose of this study was to identify the strategies necessary and the problems encountered in integrating technology into the educational environment on a large scale basis. Using the methods of qualitative research, specifically an adaptation of educational criticism, the study described and analyzed the first four years of implementation of the Sacramento Model Technology Schools (MTS). Data used in this study came from historical documents, the memories of the Project Director, and the information gathered in guided interviews with 33 representatives of the key stakeholders in the project. The Sacramento MTS, one of six projects funded by the State of California at $500,000 per year for five years to study the integration of technology into schools on a systems level, was used for this study. The Sacramento project called for school-wide computer and video networks with a variety of technologies available to students, staff, and the community in a variety of configurations. Hoping to weave communication and critical thinking skills throughout the curriculum, the project staff planned to disseminate technology-enriched curriculum units in the latter years of the project. The major components of the implementation process included planning and leadership, facility retrofitting and hardware installation, staff development, curriculum development, and research and evaluation. The findings in this study focused on (1) the need for strong leadership at all levels, (2) the negative effects of staff turnover, (3) the need for clear and effective communication with in-district participants as well as those outside, (4) the need for flexibility in project plans as well as facilities, (5) the use of a wide variety of staff development strategies in response to school culture and staff needs, (6) the provision of adequate time, (7) the need for planning beyond the project years, (8) the difficulties encountered in doing research in a changing environment, and (9) the personal growth achieved by many participants. Based on the findings, the study offered several implications for similar projects and concluded by sharing some suggestions for future study.

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Watts, Cathy Dianne. "Technology leadership, school climate, and technology integration a correlational study in grades K-12 /." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/95.

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Markee, Lois J. "Technology Integration in Tennessee Twenty-first Century Classrooms." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2945.

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In the study, the population of educators in 21st Century Classrooms across the State of Tennessee was surveyed to determine teachers' satisfaction with 21st Century program implementation and associated changes in instructional practices. During fall 1998, six hundred of the 4,800 21st century classroom teachers were surveyed using the Technology Use Questionnaire. Three hundred two completed surveys were returned. Frequency rates and percentages were calculated for each of the 33 questions and the 8 demographic items. The questions were grouped into 7 subscales: Administration, Teacher Training, Implementation, Integration, Use on the Job, Use at Home and Instructional Change. Correlation analysis determined that at the.05 alpha level there were significant relationships between 5 subscales (Administration, Teacher Training, Implementation of the Technology Plan, Integration, and Use on the Job) and Instructional Change. Conversely, there was no significant relationship between the demographic data and instructional change. In general, teachers were unsatisfied with the implementation of the Master Plan for the 21st Century program and had made only moderate instructional changes. The correlation data supported previous research citing teacher training, use on the job, inclusion in future planning, administrative support as impacting instructional change.

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Kambil, Ajit 1962. "Electronic integration--designing information technology mediated exchange relations and networks." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/12543.

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Abdelmagid, Randa Fouad Abdelhafiz. "Technology Adoption and Integration: A Multiple Case Study of Rogers' Diffusion of Innovation Theory in Kuwait." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/78002.

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The adoption and integration of technology is limited in K-12 contexts worldwide, including in the Middle East. Based on the work of Everett Rogers (1995) and his disciplines, studies in the United States indicate that teachers' perceptions towards the attributes of technology (relative advantage, compatibility, complexity, trialability and observability) reflect the extent by which technology is used. Furthermore, teachers' characteristics and the support environment provided can potentially encourage or inhibit the adoption of technologies. This multiple case study was designed to show the applicability of Rogers' diffusion of innovation theory in Kuwait public school systems. The study was conducted with eight female Kuwaiti teachers in two primary public schools. A qualitative methodology was employed using interviews, participant observations, and physical artifacts for collecting data. The study reveals that Rogers' three attributes relative advantage, compatibility and observability (result demonstrability) contributed to use, while complexity and observability (visibility) limited use. Prior experience and practice, motivational support provided by the school administration and department head, and teachers' voluntary decisions on the type of technologies to use encouraged use. Anxiety from lack of functionality of devices and extra time and effort in preparing materials, centralized decision-making on technology purchases, budget constraint, and limited access to technology and classrooms in which devices are located were factors that limited teachers' use. The study showed that Kuwaiti teachers' acceptance of technology varied along the continuum, where some teachers were early adopters and some were laggards. Support initiatives are needed from the Ministry of Education and school administration, in order to facilitate technology adoption and use in Kuwaiti schools.
Ph. D.

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Durodolu, Mercy. "Foundation phase teachers’ experiences in integrating Information Communication Technology (ICT) into language learning and teaching at Uthungulu District schools." Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1620.

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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the award of the Degree of Master of Education (Early Childhood Education) in the Department of Foundations of Education at the University of Zululand, 2016
The increase in the use of Information Communication Technology (ICT) has caused a remarkable transformation in the field of education in the 21st century. This transformation has led to the restructuring of school curricula to incorporate ICT in order to equip teachers with the necessary tools to enhance achievement. The ability to read and write at the foundation level of education embraces the most fundamental skills learners obtain. To develop these skills, new methods and forms of teaching should always be considered. This is why the introduction of ICT innovation makes major demands on teachers’ professional skills. ICT plays a very crucial role in the expansion of language skills as it has become an indispensible way of learning and a valuable area of research for both teachers and learners. This paper explores the experiences of foundation phase teachers in integrating ICT into language learning and teaching focusing on Grade 3 teachers in six primary schools in UThungulu Education District. The following research questions were answered: What are teachers’ experiences in incorporating ICT into language learning? What are teachers’ attitudes towards the use of ICT? What is the level of teachers’ resistance to the use of ICT? What is the level of appropriate use of ICT for curriculum delivery in language learning and teaching? The study adopted a purposive sampling technique and a qualitative research method in which the researcher conducted focus group interviews and class lessons were also observed. The target population was primary school teachers from government and privately owned schools in the UThungulu district. Data were analysed using the descriptive analysis technique. The study revealed that only 1.2% of the schools investigated were well resourced in the field of ICT facilities. It was also observed that teachers who claimed to have ICT skills only have basic computer skills. The study also discovered that teachers in the UThungulu Education District are not familiar with any English language online learning resources and software. Schools lack proper funding to integrate ICT and teachers are rarely trained on proper integration skills. The study suggests ways that will lead to effective integration of ICT into language learning and teaching in UThungulu District schools: Policy makers should partner with teachers in drafting the English language curriculum so as to incorporate ICT; stakeholders in the education sector should provide and monitor funds allocated to schools in order to see to the successful integration of ICT in education; frequent ICT integration accredited trainings should be organised for teachers and ICT integration should be incorporated into the teacher education curriculum from the very first year.

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Martinez, Kaitlin. "Technology Implementation in K-12 Schools: A Research Study of Perceptions and Practice." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5424.

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According to the National Center for Education Statistics, even though 97% of classrooms have at least one instructional computer available, only 40% of teachers in public schools (including elementary and secondary) report using computers in the classroom often. My project aims to illustrate the barriers that are keeping K-12 teachers from integrating technology in their classrooms, such as the lack of availability for training, teacher's lack of knowledge or schooling, or a lack of IT support. It also discusses possible solutions to the problem, such as teacher training and better resources. By assessing the Level of Technology Integration, or LoTi, we can learn how much or how often a teacher is using technology in a classroom. My project consists of conducting a research study that will aim to reinforce the hypothesis that the LoTi in K-12 schools is lower than expected, considering the availability of computers and technology. By learning the severity of the obstacles teachers face, we can work on possible solutions. The findings of this study were that teachers face barriers that inhibit them from implementing technology no matter what type of school environment they are in. These barriers come from lack of time, access, but most strongly from the self-efficacy of the teachers. Teachers need professional development and training to develop their skills and confidence, which will positively impact students, the school, and the overall education system.
M.A.
Masters
English
Arts and Humanities
English; Technical Communications

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Coady, Michael A. "The curricular integration of information technology in the secondary school system." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25832.pdf.

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Buzuzi, Addlight Ngonidzashe. "Mathematics Teachers’ integration of technology for pedagogical use in a less affluent High School in the Western Cape." Thesis, Cape Peninsula University of Technology, 2020. http://hdl.handle.net/20.500.11838/3033.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2020
This study investigates factors that affect the integration of Educational Technology (ET) by mathematics teachers for pedagogy in less affluent high schools in the Western Cape. ET has permeated the education system in the 21st century. It is now a norm for ET to be used in classrooms for educational purposes. Despite the prevalence of a variety of ETs, not all mathematics teachers are fully equipped to take advantage of the immense benefits posited by ET. This study reveals that a lot of mathematics teachers in public schools in the Western Cape still face critical challenges in their attempt to fully integrate ET for pedagogy. The study employed a qualitative research design to explore the factors affecting the integration and use of ET for curriculum delivery by mathematics teachers in less affluent high schools in the Western Cape Province. The framework underpinning this study is the Technological Pedagogical Content Knowledge (TPACK) framework which guided the researcher in the analysis of the research findings. The researcher used two data collection instruments, namely, semi structured interviews and observations. Face to face semi-structured interviews were conducted with 9 participants and themes were used for analysing data. Participants were fully furnished with information regarding their rights when participating in the study. They were informed that they could withdraw at any given stage during the interview process. Despite the permeance of technology in the education sphere, the study’s findings show that teachers in less affluent schools in the Western Cape still experience mitigating factors that militates against effective integration of technology in classrooms for pedagogy. For effective integration of ET to take place, several factors needed to be critically addressed. They included the lack of training, limited access to ET, lack of technical support, lack of time and the theft of ET resources.

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Jeffreys, Edward D. "Factors found when integrating computer technology in a small rural school district." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1407.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains xi, 99 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 81-91).

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Govender, Indren. "The integration of technology in mathematics at secondary schools in the Western Cape to enhance learner performance: an evaluation of the Khanya Project." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9131_1267666625.

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There is a dire need to transform Mathematics education in the schooling system in South Africa as this is evident by the poor learner performance in the Mathematics examination results. There is a high failure rate in Mathematics at schools and the number of learners taking Mathematics up to the grade twelve level is on the decline. This study investigates the integration of computer technology in Mathematics education to improve learner performance.

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Molotsi, Abueng Rachael. "Computer integration teaching and learning in a middle school." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-06182008-131707/.

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Coghlan, Beth Ferguson. "Addressing barriers to technology integration a case study of a rural school /." Diss., Mississippi State : Mississippi State University, 2004. http://library.msstate.edu/etd/show.asp?etd=etd-04082004-104751.

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Coleman, Patricia. "Middle School Mathematics Teachers' Perspective of Technology Integration: A Qualitative Case Study." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1356.

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Many studies have documented that technology integration increases summative assessment scores, yet many teachers do not integrate technology in their teaching. The purpose of this qualitative study was to discover the extent to which middle school mathematics educators are or are not integrating technology in a school district where summative scores were below mathematics state benchmarks. Guided by instructional constructivism and the technology acceptance model, this case study examined how teachers perceived advantages and barriers to mathematics instruction that uses technology. Five of the nine mathematics teachers at the middle school volunteered to participate in a semi-structured interview and be observed in the classroom for evidence that they used the technology in the manner they described it during their interview. Data were coded and analyzed thematically. The findings revealed that although teachers perceived technology integration as viable to student academic success, they used the interactive whiteboards either as projectors or as marker boards instead of interacting with them through educationally meaningful tasks. Predominant technology integration barriers were limited resources and technological pedagogical knowledge. To address this deficit, a professional development project was created with the goal of increasing teachers' technology pedagogical integration strategies for the interactive whiteboards. Because technology is an essential part of 21st century education, positive social change can occur when teacher competence in technology integration increases, is applied in the classroom, and raises test scores. Additional positive social change can be realized as students build valuable skills that help them become positive active members of society.

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Cheng, Pamela L. "Professional Learning Community (PLC)| Technology Integration at a Title I Elementary School." Thesis, San Jose State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599687.

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Calls for educational technology integration over more than thirty years have taken on new urgency in an era of computerized assessments for accountability. As Internet Communication Technology (ICT) becomes more widely available, the digital divide is evolving into a digital use divide, characterized by differences between students’ productive uses of technology to create and communicate compared with passive uses for entertainment or skills practice. A growing body of research points to the important interplay among teachers’ frames of reference, school-level context, and alignment of supports in creating conditions for technology innovation. Meanwhile Professional Learning Communities (PLCs) hold potential as leverage points for affecting teacher beliefs and practices regarding technology use. This study analyzes interactions among a group of teacher leaders participating in a tech PLC at a school on the verge of becoming a technology-focused school. Analysis of the group’s natural discourse points to important elements of teacher talk and shared resources that contribute to aligning the group’s goals and practices when innovating with technology. It also illustrates how alignment between meso-level and micro-level context factors help to facilitate teachers’ ability to innovate in ways that have the potential to address the digital use divide.

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Sauls, Maxwell Martin. "A study of the integration of technology in the school arts classroom." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7364.

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This study explores the use of Information and Communications Technology (ICT) and Educational Technology (ET) as an educational resource in the school Arts classroom. Many teachers lack the qualifications to teach the Performing Arts (PA) of the Curriculum and Policy Statement (CAPS). Therefore, teachers rely on curriculum documentation and textbooks to help guide planning of lessons and the execution thereof. Technology as a resource tool can assist teachers as they incorporate an overwhelming amount of content/concepts in lessons. In this way they could improve classroom practice in the PA disciplines. With the emergence of Operation Phakisa: ICT in Education (Department of Education [DoE] 2015), the researcher acknowledges that the integration of ET is unavoidable. Moreover, the research highlights the importance of engaging with the rising hegemony of ICT as the defining characteristic of the information society. Literature supporting the inclusivity of media and media-related resources in education are discussed. In addition, the literature review focuses on a wide variety of ET and concludes with the implementation of ET in a South African context. Teachers from the Foundation Phase (FP), Intermediate Phase (IP) and Senior Phase (SP), namely grade R – 7, were invited to participate in the study where they were observed during contact time drawing on technology to aid teaching pedagogy. The research design involved a qualitative inquiry with aspects of crystallization where the data was collected through observations, interviews and teacher’s self-assessment. The findings suggest that teachers received little or no training in one or more PA disciplines. The integration of technology in the teaching pedagogy led to an enhanced learning environment where the teacher could actively engage learners in meaningful activities. The findings furthermore revealed that the use of technology was not uniform and did not lead to neat conclusion. Instead the researcher found that a great deal of divergence in the use of technology. This divergence was found across art disciplines and the use of technology also differed among teachers. Finally, individual teachers also differed in their use of technology across the art disciplines that they taught. The learners benefited from the use of technology insofar as they displayed a better understanding of the concepts in subsequent lessons. Furthermore, by the end of the study, teachers had begun to implement the new teaching style in learning areas other than the PA.

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Michaelides, Manolis. "Information and communication technology in Cyprus primary schools : a study of the integration process, teachers' use, and the influential factors." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:8411.

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Information and Communication Technology (ICT), and specifically computer technology, was abruptly introduced in Cyprus primary schools in the early 1990s without ensuring that the facilitating conditions for its unhindered infusion into education’s core processes of teaching and learning were in place. Nevertheless, the recently launched overall reform of the Cypriot educational system intensified and systematised the process of ICT integration in schools. In this context, the thesis researches the process of ICT integration in Cyprus primary education, taking into consideration teachers’ perceptions on a diversity of issues related to ICT implementation, the factors that seem to be influencing ICT use, as well as their professional development in ICT. The analysis of the collected data resulted in several findings, indicating that the process of ICT integration is unsatisfactory, since teachers’ ICT use is low and restricted only to a small number of resources. Simultaneously, the applications of ICT are mostly for tasks that are not directly connected to actual teaching and learning. Overall, the study shows that ICT did not manage to be smoothly interwoven into teachers’ everyday instructional practices, nor did it manage to be naturally incorporated into students’ learning environment as an integral part of their everyday learning experiences. Teachers indicate that the lack of time, their uncertainty of how to integrate ICT in their work, the unsuitable curriculum, the problematic access to equipment, the frequent technical problems, as well as the lack of immediate technical support, are some of the most significant factors affecting ICT use. Nevertheless, the study shows that there is a positive ground on which ICT can be successfully and meaningfully integrated in schools, like teachers’ positive ICT attitudes, their willingness and demand for quality ICT training, and the positive impact that ICT seems to have on some of teachers’ professional responsibilities. Additionally, the study indicates that teachers’ use of audiovisual resources, their ICT self-efficacy beliefs, their attitudes toward ICT, their pedagogical beliefs, as well as their views on the barriers and enablers to ICT use are significant predictors of teachers’ ICT use. Based on the study’s results, the thesis suggests that the ongoing reform of the educational system provides a great opportunity to set up the right conditions that will facilitate the sound integration of ICT in schools. This includes the reconsideration of ICT integration’s theoretical background and objectives, the release of time to teachers as a result of the new curriculum, the reconsideration of teachers’ professional development in ICT, as well as the establishment of an updated technical infrastructure and a solid technical support mechanism.

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Yu, Tsun Sun Sonny. "An examination of the critical factors in the integration of information and communication technology in Hong Kong pilot primary schools." Thesis, University of Leicester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411874.

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Van, Niekerk Molly Patricia. "Principals' influences on teacher professional development for the integration of information and communication technologies in schools." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-05022009-175019.

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Thompson, Diana June. "Elementary School Teachers' Perceptions of the Process of Integrating Technology." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1370.

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Administrators in a rural K-5 school district provided leadership, technical assistance, and technology resources to increase teachers' use of technology to improve student achievement. Despite these efforts, teachers incorporated technology on a limited basis and some teachers reported they were unprepared to integrate technology. The purpose of this qualitative bounded case study was to examine teaching practices and teachers' perceptions of technology integration in their daily lessons. The conceptual framework for this study included technology integration and constructivism, a theory based on observation and scientific study about how people learn. A purposeful sample of 10 K-5 teachers who integrated technology in instruction volunteered to participate in interviews and classroom observations, and provided lesson plans for document review. Qualitative data were analyzed using open coding to identify patterns and themes. Based on the findings, teachers used instructional videos and PowerPoint-guided lessons in daily instruction, and they used technology to monitor student progress weekly or biweekly. Teachers expressed a need for ongoing professional development in technology integration to enhance instruction, and they requested more time to collaborate with colleagues to develop technology-integrated lessons. It is recommended that K-5 teachers receive easily accessible onsite professional development to learn strategies and methods to integrate technology in the classroom. These endeavors may contribute to positive social change by restructuring the current district technology-based professional development models to support teachers' integration of technology to improve student instruction.

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Christensen, Rhonda. "Effect of Technology Integration Education on the Attitudes of Teachers and their Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277676/.

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This study analyzed the effect of technology integration education on teachers' and students' attitudes toward information technology. Two instruments measuring similar attributes were used to assess teachers' and students' attitudes. Differences in pre- and post-test scores were used to determine changes that occurred during the course of the study.

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Chicoine, Andrew G. "The Naval Postgraduate School's Small Robotics Technology initiative initial platform integration and testing." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2001. http://handle.dtic.mil/100.2/ADA401292.

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Thesis (M.S. in Applied Physics) Naval Postgraduate School, December2001.
Thesis Advisor(s): Harkins, Richard M. "December 2001." Includes bibliographical references (p. 85-86). Also available in print.

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Du, Plessis André. "The introduction of cyberhunts as a teaching and learning strategy to guide teachers towards the integration of computer technology in schools." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1210.

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This study, which is based on a computer literacy teacher development programme that included introducing the teacher participants to the Internet, investigated whether the development of teacher ICT skills through the design of cyberhunts in a learning-as-design context, has the potential to promote the critical and developmental outcomes which form the basis of the South African National Curriculum Statement (NCS) and Draft White Paper on e-Education. The research was conducted within the post-positivist paradigm underpinned by a critical realist position and made use of qualitative and quantitative data1 gathering methods (mixed research) within an interpretative case study. Several different quantitative and qualitative data collection tools were used. Quantitative data gathering tools that had been used comprised of Likert scale questionnaires, a computer skills questionnaire, as well as certain sections within semi-closed-openended questionnaires. The qualitative data gathering tools that had been used were semi-closed-openended questionnaires, journal reflection sheets, observation and interviews. Ontologically the research was informed by a critical-realist perspective, epistemologically by a socio-cultural perspective; including situated learning within communities of practice; recognising the cognitive, social and situated learning dimension of teacher learning. Methodologically an interpretive case study approach was used, as the aim was to explore and investigate what the participants experienced, perceived and to understand the participants: what they felt, how they felt and why they felt and responded in certain ways. Initially the study focused on identifying how ready the participating schools and their participating teachers were in terms of the implementation and integration of Information and Communications Technology (ICT) with reference to first- and second order barriers. The findings suggest that addressing the first- and second order barriers is a vital aspect when assisting schools to move towards ICT integration. The next phase of the research focused on whether the cyberhunt design approach is capable of developing the critical outcomes of the NCS, whether it promotes motivation and interest, and whether it promotes collaboration. Both the quantitative and qualitative data portrayed positive results regarding the perceptions of the participating teachers in the cyberhunt design approach related to the critical and 1PLEASE NOTE: All the data referred to as in the appendix and all appendices are attached to this thesis on a CD containing the portable document format (PDF) files. This can be found at the back. iv developmental outcomes with reference to search and research, reading attitude, decision making, planning skills - which include time management and goal setting, knowledge and skills related to composing questions on different cognitive levels, computer skills, reflection and design skills. Positive results were also found related to audience, confidence, mental effort, motivation, interest and collaboration. The probabilities (p values) and practical statistical significance in the form of Cohen's d, were highly significant. The teachers’ final cyberhunt products suggest that the majority of the participants had obtained basic cyberhunt design skills. However, in spite of the positive results, it was found that not all teachers are yet ready to implement this approach exactly as it is intended. When interpreted within an activity theory perspective; the positive results might be attributed to the unmediated functioning of the rules, division of labour and community aspects of the theory, while the conditions required by complexity theory for the development of a complex learning community appear to have been met by the implementation of cyberhunts as a strategy. The conditions for enabling the development of a complex learning community; namely internal diversity, redundancy, decentralised control, organised randomness and neighbour interaction; also appear to have interacted with the unmediated aspects of activity theory in developing consensual rules and through the negotiation of the division of labour located within the community. In a like manner, positive results related to search and research, decision making, questioning, computer skills, reflection, design skills and audience reported can most likely be attributed to the functioning of the mediational tools as described by activity theory such as the computer technology, the Internet, the software that had been used and language. The data thus suggest that the interaction between both the unmediated elements and higher order mediated elements of activity theory, have most likely been the defining factors which created high levels of motivation, interest, collaboration and a positive classroom culture through which the critical and developmental outcomes of the South Africa curriculum can possibly be achieved within a complex learning community. The study also investigated how the teacher development process regarding ICT implementation should be managed. This study found that the acronym CRAR3FS2 holds the key to teacher development and classroom implementation. This acronym represents the verbs or actions that the participating teachers highly valued during implementation and what they have indicated as being important, namely: Care, Relate, Assess, Reflect, Read, Re-Plan, Feedback, Share and Support.

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Molwane, Andrew Bushie. "Discourses on computer integration at a Botswana junior secondary school." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3178422.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005.
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2090. Adviser: Ellen Brantlinger. "Title from dissertation home page (viewed Nov. 27, 2006)."

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Pitre-Jasko, Nancy Ellen. "Focus on school improvement: A planning and implementation guide for effective technology integration." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1755.

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Stegman, Bridget. "A multiple-case study examining elementary principals in high-poverty schools with teachers integrating new literacies." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17337.

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Doctor of Education
Department of Educational Leadership
Trudy Salsberry
Today, students enter school with a variety of knowledge about technology. They are accustomed to using the Internet, cell phones, instant messaging, social networking, but that does not mean they have a deep understanding of the reading skills necessary to be successful at online reading (Leu et al., 2013). Reading on the Internet requires critical literacy skills and requires a different set of reading comprehension skills when compared to traditional print (Coiro & Dobler, 2007; Eaglerton & Dobler, 2007; Henry, 2006; Karchmer-Klein & Shinas, 2012; Leu et al., 2008; Leu et al., 2013). The purpose of this study was to gain insight into the knowledge, dispositions, and actions of principals perceived to be most meaningful by both the principals themselves and the teachers under their supervision in high-poverty schools with classroom teachers integrating new literacies. This study also examined the dimensions of instructional leadership (Hallinger & Murphy, 1985) and how these dimensions intersect with knowledge, dispositions, and actions of principals. Using a qualitative design, specifically a multiple-case study, the researcher interviewed teachers and principals at four, high-poverty elementary schools to gain insight into the principals’ role in the integration of new literacies. This study provides a deeper understanding of the many components involved in the leadership of a high-poverty school with classroom teachers integrating new literacies. The findings of this study include that the principals were literacy leaders. They were knowledgeable about the curriculum; ensured teachers had the appropriate resources to integrate new literacies (Internet, iPads, laptops, and tablets); and had high expectations for teachers in terms of technology integration. The principals created equitable opportunities for all students to participate in the integration of technology and literacy. Finally, the principals in this study created a culture of trust and professional growth for teachers.

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