國立虎尾科技大學 |

High School Classroom Use of Digital Tools : = A Case Study Approach.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	High School Classroom Use of Digital Tools :/
其他題名:	A Case Study Approach.
作者:	Hallisey, Edward John.
面頁冊數:	1 online resource (202 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Educational technology. -
電子資源:	click for full text (PQDT)
ISBN:	9781369815139

High School Classroom Use of Digital Tools : = A Case Study Approach.
Hallisey, Edward John.

High School Classroom Use of Digital Tools :A Case Study Approach. - 1 online resource (202 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2017.

Includes bibliographical references

A growing number of high school students and teachers are using digital tools for professional and personal purposes. Emerging technologies are more accessible in schools, making it possible for teachers to consider new forms of classroom engagement through the use of digital tools. Ideally, engaging students in learning activities using digital tools provides them with the opportunity to deepen their understandings while collaborating with fellow students, teachers, and experts in a field of study.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369815139Subjects--Topical Terms:

556755
Educational technology.
Index Terms--Genre/Form:

554714
Electronic books.

High School Classroom Use of Digital Tools : = A Case Study Approach.
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Ellen Meier.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2017.
504 $a Includes bibliographical references
520 $a A growing number of high school students and teachers are using digital tools for professional and personal purposes. Emerging technologies are more accessible in schools, making it possible for teachers to consider new forms of classroom engagement through the use of digital tools. Ideally, engaging students in learning activities using digital tools provides them with the opportunity to deepen their understandings while collaborating with fellow students, teachers, and experts in a field of study.
520 $a The purpose of this qualitative case study was to explore the relationship between these digital technologies and high school students and teachers in the learning and teaching process. The purposefully selected sample of five teachers and a convenience sample of ten students came from a small, high performing, technology-rich, high school in a northeast state. Data collection included in-depth interviews, classroom observations, and the examination of documents and artifacts. The data were coded and the findings organized according to the research questions. The findings provide insights into the perceived benefits associated with the use of digital technology when introduced into teaching and learning spaces. In part, this research revealed that digital tools are used in the sample classrooms as a supplemental resource to traditional instruction and to help prepare students for life beyond high school. Students report that they provided a means for memorizing and retaining knowledge and enabled real time communication and more immediate teacher feedback.
520 $a Additional research could inform key issues that emerged from this study: privacy and trust, distractibility, safety, liability, and student responsibility. Recommendations to the field include the need for more professional development in order to more deeply understand the potential transformative role for digital tools in the classroom. The research findings provide data that could help guide educators in the use of digital tools for educational purposes, and spur further inquiry into the increasingly complex nature of classroom instruction in the 21st century.
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