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Professional Development for One-to-One Mobile Technology Programs

机译：一对一移动技术计划的专业发展

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摘要

One-to-one mobile technology integration is the goal of increasing numbers of school districts each year, and many factors exist to consider when measuring success. The research problem for this qualitative study focused on one of the critical components for measuring success: the need for effective teacher professional development. The purpose of this study was to examine (a) principles and practices to facilitate the integration of one-to-one mobile technologies into professional learning experiences, and (b) the perceptions of technology instructional coaches regarding changes in teachers' practice and attitudes following professional development. The conceptual framework included Knowles's theory of andragogy and Koehler and Mishra's TPACK framework. In two rounds, 19 interviews were conducted with 13 technology instructional coaches. Thirteen coaches were interviewed in round one and from that data six high level coaches were identified for a second round of interviews. The data from both interview rounds were analyzed and coded to identify themes and categories. The key findings revealed that effective one-to-one mobile technology integration requires supportive leadership; building culture and relationships; instructional design with standards and frameworks; building collaborative, job-embedded teacher agency; and personalized learning with differentiated delivery. All stakeholders could use the key results to make informed decisions for planning and implementing professional learning opportunities. This study may affect positive social change by enhancing how technology is integrated into teaching and learning through increased teacher engagement in professional learning.
机译：一对一的移动技术集成是每年增加学区数量的目标，在衡量成功率时需要考虑许多因素。这项定性研究的研究问题侧重于衡量成功的关键因素之一：对有效的教师专业发展的需求。这项研究的目的是研究（a）促进将一对一移动技术集成到专业学习经验中的原理和实践，以及（b）技术指导教练对教师实践和态度变化的看法专业发展。概念框架包括Knowles的人类学理论，Koehler和Mishra的TPACK框架。在两个回合中，对13位技术指导教练进行了19次面试。第一轮采访了13名教练，并从该数据中选出6名高级教练进行第二轮采访。对来自两轮访谈的数据进行了分析和编码，以识别主题和类别。主要发现表明，有效的一对一移动技术集成需要领导的支持；建立文化和关系；具有标准和框架的教学设计；建立合作的，嵌入工作的教师机构；个性化学习和差异化交付。所有利益相关者都可以利用关键结果为计划和实施专业学习机会做出明智的决策。通过增加教师对专业学习的参与度，这项技术可能会通过增强将技术整合到教学中的方式来影响积极的社会变革。

著录项

  • 作者

    Morris, LeAnn Martin.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Educational technology.;Teacher education.
  • 学位 Ph.D.
  • 年度 2018
  • 页码 238 p.
  • 总页数 238
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

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