國立虎尾科技大學 |

Exploring the Perceptions of Iowa Superintendents on 1:1 Initiatives and Their Role in Equipping K-12 Students with 21st-Century Skills : = A Qualitative Narrative Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Exploring the Perceptions of Iowa Superintendents on 1:1 Initiatives and Their Role in Equipping K-12 Students with 21st-Century Skills :/
其他題名:	A Qualitative Narrative Study.
作者:	Allshouse, Jill L.
面頁冊數:	1 online resource (159 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-03, Section: B.
Contained By:	Dissertations Abstracts International86-03B.
標題:	Educational technology. -
電子資源:	click for full text (PQDT)
ISBN:	9798384032939

Exploring the Perceptions of Iowa Superintendents on 1:1 Initiatives and Their Role in Equipping K-12 Students with 21st-Century Skills : = A Qualitative Narrative Study.
Allshouse, Jill L.

Exploring the Perceptions of Iowa Superintendents on 1:1 Initiatives and Their Role in Equipping K-12 Students with 21st-Century Skills :A Qualitative Narrative Study. - 1 online resource (159 pages)

Source: Dissertations Abstracts International, Volume: 86-03, Section: B.

Thesis (Ed.D.)--Baylor University, 2024.

Includes bibliographical references

Despite the widespread integration of personal devices in K-12 education, students are inadequately prepared to utilize technology in alignment with the demands of the contemporary world (World Economic Forum, 2022). They are coming of age amidst a disruptive technological landscape, encompassing artificial intelligence, robotics, the internet of things, autonomous vehicles, bio- and nanotechnology, 3-D printing, material science, quantum computing, and energy storage (Diwan, 2017). To thrive beyond high school, students must continually acquire new skills. Superintendents play a crucial role in leading their districts to equip students with essential 21st-century skills using technology as a transformative tool.To explore this issue, qualitative methodology was employed to investigate the perceptions of Iowa superintendents regarding the necessary 21st-century skills for students in 1:1 programs to acquire. The Battelle for Kids (2019) Partnership for 21st Century Learning (P21) Framework guided the investigation to identify which skills superintendents find most valuable. Through semi-structured interviews, analysis of student work samples, and classroom observations, insights were gained from five participants. The findings highlighted two key elements of the P21 Framework: Learning and Innovation Skills (critical thinking, creativity, collaboration, and communication) and Information, Media, and Technology Skills. Additionally, the study revealed the need for teacher professional development to effectively foster these skills and integrate technology into lessons.Superintendents recognized that urging teachers to integrate 21st-century skills is insufficient without targeted training. The research emphasizes the importance of superintendent leadership in empowering teachers to prepare students for a complex, technology-driven world. Stakeholders are encouraged to develop resources and professional learning opportunities for teachers to design lessons that intentionally cultivate these critical skills. By leveraging these findings, stakeholders can create supportive structures and initiatives to equip teachers with the necessary tools and knowledge to effectively integrate 21st-century skills and technology into education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798384032939Subjects--Topical Terms:

556755
Educational technology.
Subjects--Index Terms:

21st-century skillsIndex Terms--Genre/Form:

554714
Electronic books.

Exploring the Perceptions of Iowa Superintendents on 1:1 Initiatives and Their Role in Equipping K-12 Students with 21st-Century Skills : = A Qualitative Narrative Study.
LDR:03755ntm a22004097 4500 001 1152931
005 20241216064800.5
006 m o d
007 cr mn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798384032939
035 $a (MiAaPQ)AAI31489637
035 $a AAI31489637
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Allshouse, Jill L. $3 1480043
245 1 0 $a Exploring the Perceptions of Iowa Superintendents on 1:1 Initiatives and Their Role in Equipping K-12 Students with 21st-Century Skills : $b A Qualitative Narrative Study.
264 0 $c 2024
300 $a 1 online resource (159 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-03, Section: B.
500 $a Advisor: Ray, Brandi.
502 $a Thesis (Ed.D.)--Baylor University, 2024.
504 $a Includes bibliographical references
520 $a Despite the widespread integration of personal devices in K-12 education, students are inadequately prepared to utilize technology in alignment with the demands of the contemporary world (World Economic Forum, 2022). They are coming of age amidst a disruptive technological landscape, encompassing artificial intelligence, robotics, the internet of things, autonomous vehicles, bio- and nanotechnology, 3-D printing, material science, quantum computing, and energy storage (Diwan, 2017). To thrive beyond high school, students must continually acquire new skills. Superintendents play a crucial role in leading their districts to equip students with essential 21st-century skills using technology as a transformative tool.To explore this issue, qualitative methodology was employed to investigate the perceptions of Iowa superintendents regarding the necessary 21st-century skills for students in 1:1 programs to acquire. The Battelle for Kids (2019) Partnership for 21st Century Learning (P21) Framework guided the investigation to identify which skills superintendents find most valuable. Through semi-structured interviews, analysis of student work samples, and classroom observations, insights were gained from five participants. The findings highlighted two key elements of the P21 Framework: Learning and Innovation Skills (critical thinking, creativity, collaboration, and communication) and Information, Media, and Technology Skills. Additionally, the study revealed the need for teacher professional development to effectively foster these skills and integrate technology into lessons.Superintendents recognized that urging teachers to integrate 21st-century skills is insufficient without targeted training. The research emphasizes the importance of superintendent leadership in empowering teachers to prepare students for a complex, technology-driven world. Stakeholders are encouraged to develop resources and professional learning opportunities for teachers to design lessons that intentionally cultivate these critical skills. By leveraging these findings, stakeholders can create supportive structures and initiatives to equip teachers with the necessary tools and knowledge to effectively integrate 21st-century skills and technology into education.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational technology. $3 556755
650 4 $a Higher education. $3 1148448
650 4 $a Information technology. $3 559429
650 4 $a Education. $3 555912
653 $a 21st-century skills
653 $a Superintendents
653 $a Technology
653 $a Teacher professional development
653 $a K-12 education
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0489
690 $a 0745
690 $a 0710
710 2 $a Baylor University. $b Education. $3 1181881
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 86-03B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31489637 $z click for full text (PQDT)