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Teachers' beliefs and concerns regarding integration of digital technology in the curriculum.

机译：教师对课程中数字技术集成的信念和关注。

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摘要

Teachers are aware of the importance of digital technology in the 21st century and use it in their personal lives. At the same time, many teachers tend to integrate technology into the curriculum superficially or avoid it altogether. The purpose of this mixed-methods case study was to determine teachers' concerns contributing to their lack of use of digital technology with students in the curriculum. Teachers who do not use digital technology in their instruction have concerns that contribute to their resistance. The conceptual framework was drawn from three behavioral theories (adoption models): The Theory of Planned Behavior, The Diffusion of Innovation Theory, and The Concerns-Based Adoption Model. The site for my case study was a socio-economically and ethnically diverse school district in the northeast United States. All of the teachers in grades K--12 were given an opportunity to take part in the research. Data were collected in three phases. In Phase 1, 60 participants responded to a questionnaire and the responses were analyzed and interpreted according to Hall & Hord's Stages of Concern, indicating a typical nonuser profile. In Phase 2, nine participants volunteered to take part in follow-up interviews that were digitally recorded and transcribed. After two rounds of coding, six major themes emerged: lack of availability of technology, teachers' ability to integrate it, teachers' perceived obstacles, lack of professional development, importance of technology for 21st-century skills, and support from the district. In Phase 3, document analysis of the demographics and the budget of the district added to the data. The findings revealed concerns and barriers that teachers encountered. Actions are needed to help teachers embrace digital technology. Recommendations include: training for staff, purchasing up-to-date digital devices, hiring full-time instructional technology specialists, and Internet reliability. All are needed to assist teachers and students in gaining 21st-century skills.
机译：教师意识到数字技术在21世纪的重要性，并将其用于个人生活中。同时，许多教师倾向于将技术浅层地整合到课程中，或者完全避免使用。这项混合方法案例研究的目的是确定教师担心的问题，这是由于他们缺乏课程中的学生使用数字技术。未在教学中使用数字技术的老师会担心自己的抵触情绪。该概念框架来自三种行为理论（采用模型）：计划行为理论，创新扩散理论和基于关注的采用模型。我的案例研究的站点是美国东北部一个社会经济和种族多样化的学区。所有K--12年级的老师都获得了参与研究的机会。数据分三个阶段收集。在第1阶段，有60位参与者回答了问卷，并根据Hall＆Hord的“关注阶段”对回答进行了分析和解释，表明了典型的非用户概况。在第2阶段中，有9名参与者自愿参加了后续采访，并进行了数字记录和转录。经过两轮编码后，出现了六个主要主题：缺乏技术，教师整合技术的能力，教师意识到的障碍，缺乏专业发展，技术对21世纪技能的重要性以及学区的支持。在第3阶段，将人口统计数据和该地区预算的文档分析添加到数据中。调查结果揭示了教师遇到的担忧和障碍。需要采取行动来帮助教师接受数字技术。建议包括：对员工进行培训，购买最新的数字设备，聘请专职教学技术专家以及互联网可靠性。所有这些都需要协助老师和学生获得21世纪的技能。

著录项

  • 作者

    Gomes, Donna.;

  • 作者单位

    Cambridge College.;

  • 授予单位 Cambridge College.;
  • 学科 Education Technology of.;Education Teacher Training.
  • 学位 Ed.D.
  • 年度 2015
  • 页码 138 p.
  • 总页数 138
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 化学;
  • 关键词

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