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dc.contributor.advisorEdmonds, Carole A., 1952-eng
dc.contributor.authorBennett, Jane E.eng
dc.date.issued2014eng
dc.date.submitted2014 Summereng
dc.description"July 2014."eng
dc.descriptionDissertation Supervisor: Dr. Carole Edmonds.eng
dc.descriptionIncludes vita.eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this qualitative case study was to examine teachers' and administrators' perceptions of the integration of instruction and technology in a small Midwestern school district and to discover factors that impede or contribute to this process. A review of literature provides information on the importance of adhering to the principles of adult learning when delivering professional development for integrating technology and instruction to teachers. An examination of professional development practices found the needs of adult learners were not always considered during delivery. Literature about the knowing-doing gap revealed ways to assist teachers in adopting new processes with confidence and motivation, thus alleviating barriers to implementation. This study used semi-structured interviews with teachers, a focus group of administrators, document review, and observation with field notes to determine themes district leaders can use to understand how teachers and administrators view and experience professional development and practices concerning technology. The themes were: a) Integration of Technology and Instruction; (b) Professional Development; (c) Accountability; and (d) Barriers Contributing to the Knowing-Doing Gap. The findings provided district administration with implications for practice, which will allow teachers and leaders to develop a shared vision of the technological practices in the classroom and may aid in decisions regarding software, hardware, professional development, and level of support.eng
dc.description.bibrefIncludes bibliographical references (pages 141-153).eng
dc.format.extent1 online resource (3 files) : illustrations (some color)eng
dc.identifier.merlinb107793143eng
dc.identifier.oclc905863583eng
dc.identifier.urihttps://hdl.handle.net/10355/44456
dc.identifier.urihttps://doi.org/10.32469/10355/44456eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsAccess is limited to the campuses of the University of Missouri.eng
dc.sourceSubmitted by the University of Missouri--Columbia Graduate School.eng
dc.titleA case study of the integration of technology and instruction in a rural midwestern school districteng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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