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Effective Technology Implementation in Schools: Differing Perceptions of Teachers, Administrators, and Technology Staff

机译：学校有效的技术实施：对教师，管理人员和技术人员的不同看法

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摘要

This study examined the connection between perceptions of teacher self-efficacy, professional development, and leadership practices and attitudes as it relates to successful implementation of technology for student learning in K-12 schools. As external pressures exhort schools to transform the learning environment and to include more meaningful applications of technology in the learning experiences for all students, issues which create barriers to a successful implementation of new practices must be examined.This study examined the responses of teachers, school and district administrators, and technology support personnel in a stratified random sample from 37 school districts in the state of Oregon to analyze the combined effects of teacher self-efficacy perceptions, leadership practices, and professional development as they relate to the implementation of classroom educational technology.The study revealed perceptual differences between staff roles of what teachers know about technology and how they use technology. School contexts, such as percentages of disadvantaged or non-White students, and teacher factors, such as age and gender, affected participant perception of technology implementations and of professional development opportunities.The researcher proposes a new framework for understanding school contexts and for planning successful technology implementations based upon a review of literature and original research.
机译：这项研究检查了教师自我效能感，专业发展以及领导才能和态度之间的联系，因为这与在K-12学校成功实施学生学习技术有关。由于外部压力促使学校改变学习环境，并在所有学生的学习经历中包含更多有意义的技术应用，因此必须研究为成功实施新做法带来障碍的问题。本研究考察了教师，学校的反应和州行政人员以及技术支持人员，来自俄勒冈州37个学区的分层随机样本中，分析了教师自我效能感，领导力实践和专业发展与课堂教学技术实施相关的综合影响该研究揭示了教师对技术的了解与他们如何使用技术之间在员工角色上的感知差异。学校环境，例如处境不利或非白人学生的百分比，以及教师因素（例如年龄和性别），影响了参与者对技术实施和专业发展机会的看法。研究人员提出了一个新的框架，以了解学校环境并计划成功基于文献综述和原始研究的技术实现。

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  • 作者

    Morelock Joseph Stephen;

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  • 年度 2015
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  • 入库时间 2022-08-20 21:05:35

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