國立虎尾科技大學 |

A Qualitative Examination of Teacher Practices while Facilitating Computer-Assisted Instruction.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Qualitative Examination of Teacher Practices while Facilitating Computer-Assisted Instruction./
作者:	Real, Rorie S.
面頁冊數:	1 online resource (151 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355420692

A Qualitative Examination of Teacher Practices while Facilitating Computer-Assisted Instruction.
Real, Rorie S.

A Qualitative Examination of Teacher Practices while Facilitating Computer-Assisted Instruction. - 1 online resource (151 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The purpose of this research was to examine the integration of technology, blended learning, into traditional elementary education and to examine teachers' attitudes thereof. Blended learning was the focus because the direction of education is trending that way. This study explored peer-reviewed and/or published articles that focused on mathematics education. Blended learning, which is supported by the theory of connectivism, was the focus of this study as nine elementary teachers were interviewed regarding their attitudes and practices with the facilitation of computer-based programs. There was a gap in the literature regarding blended learning practices in the elementary setting. The paper reported the results of research conducted in a district using computer-assisted instruction (CAI) in the K-8 context. Elementary school teachers in the study were interviewed regarding their use of a specific computer-based program and the research examined the facilitation and transference of strategies presented by said program. In addition, this qualitative research examined the cognitive devices or strategies within the program, and the transition of those devices or strategies from CAI to classroom instruction. The cognitive devices or strategies used by the specific computer-based program included spatial-temporal reasoning, abstract problem-solving, applied mathematics, meta-cognition, visual learning, and adaptive learning. The curriculum of the district as well as the Common Core State Standards also informed the study. Qualitative analysis was used to analyze data and draw conclusions. It was found that teachers were not consciously or purposely using the strategies as presented in the specific computer-based program outside of scripted curricular activities. This academic research was submitted and presented to the faculty of Capella University as a partial requirement for the Doctorate in Education in Curriculum and Instruction.

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

Mode of access: World Wide Web

ISBN: 9780355420692Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

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