國立虎尾科技大學 |

How Deeper Learning and 21st Century Skills Influenced One Suburban District's Transition to 1:1 Student Technology.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	How Deeper Learning and 21st Century Skills Influenced One Suburban District's Transition to 1:1 Student Technology./
作者:	Dillon, Paula A.
面頁冊數:	1 online resource (205 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
標題:	Educational technology. -
電子資源:	click for full text (PQDT)
ISBN:	9781369715507

How Deeper Learning and 21st Century Skills Influenced One Suburban District's Transition to 1:1 Student Technology.
Dillon, Paula A.

How Deeper Learning and 21st Century Skills Influenced One Suburban District's Transition to 1:1 Student Technology. - 1 online resource (205 pages)

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2017.

Includes bibliographical references

The purpose of this study was to examine administrator, student, and teacher perceptions of organizational structures, systems, and supports implemented to aid technology integration, and the potential for that technology integration to achieve 21st century skill acquisition and deeper learning in a 1:1 environment. The Diffusion of Innovation Theoretical Framework guided the design and analysis of this study. Further, a literature review of the integration of technology into content and pedagogy informed this study. The overarching research question for this study asked how teachers, students, and administrators perceive the implementation of a 1:1 district-wide implementation initiative, and its impact on 21st century skill acquisition and deeper learning. As such, the study sought to answer the following questions: (1) How has the district organized itself to support technology integration by teachers with the specific intent of fostering deeper learning and 21 st century skills? and (2) How do administrators, teachers, and students perceive the implementation of 1:1 and its impact on 21st century skills and deeper learning? An instrumental case study approach was used to explore and describe the perceptions of administrators, students and teachers using rich-description of their experiences. It is evident that the purposeful integration of technology in the 1:1 environment led to student acquisition of 21st century skills and deeper learning at the study site. In addition, the study revealed structures and supports necessary to facilitate 1:1 programs to foster deeper learning and 21st century skills including strong communication, robust infrastructure, long-range planning, stakeholder engagement, professional learning, collaboration and time. The findings of this study, along with the identification and analysis of related themes, have the potential to inform similar districts as they embark on the implementation of 1:1 programs to foster 21st century skills and deeper learning competencies.

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

Mode of access: World Wide Web

ISBN: 9781369715507Subjects--Topical Terms:

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

554714
Electronic books.

How Deeper Learning and 21st Century Skills Influenced One Suburban District's Transition to 1:1 Student Technology.
LDR:03235ntm a2200325K 4500 001 915287
005 20180727125212.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9781369715507
035 $a (MiAaPQ)AAI10261930
035 $a (MiAaPQ)nucps:10711
035 $a AAI10261930
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Dillon, Paula A. $3 1188599
245 1 0 $a How Deeper Learning and 21st Century Skills Influenced One Suburban District's Transition to 1:1 Student Technology.
264 0 $c 2017
300 $a 1 online resource (205 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: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Chris Unger.
502 $a Thesis (Ed.D.)--Northeastern University, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this study was to examine administrator, student, and teacher perceptions of organizational structures, systems, and supports implemented to aid technology integration, and the potential for that technology integration to achieve 21st century skill acquisition and deeper learning in a 1:1 environment. The Diffusion of Innovation Theoretical Framework guided the design and analysis of this study. Further, a literature review of the integration of technology into content and pedagogy informed this study. The overarching research question for this study asked how teachers, students, and administrators perceive the implementation of a 1:1 district-wide implementation initiative, and its impact on 21st century skill acquisition and deeper learning. As such, the study sought to answer the following questions: (1) How has the district organized itself to support technology integration by teachers with the specific intent of fostering deeper learning and 21 st century skills? and (2) How do administrators, teachers, and students perceive the implementation of 1:1 and its impact on 21st century skills and deeper learning? An instrumental case study approach was used to explore and describe the perceptions of administrators, students and teachers using rich-description of their experiences. It is evident that the purposeful integration of technology in the 1:1 environment led to student acquisition of 21st century skills and deeper learning at the study site. In addition, the study revealed structures and supports necessary to facilitate 1:1 programs to foster deeper learning and 21st century skills including strong communication, robust infrastructure, long-range planning, stakeholder engagement, professional learning, collaboration and time. The findings of this study, along with the identification and analysis of related themes, have the potential to inform similar districts as they embark on the implementation of 1:1 programs to foster 21st century skills and deeper learning competencies.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational technology. $3 556755
650 4 $a Educational leadership. $3 585508
655 7 $a Electronic books. $2 local $3 554714
690 $a 0710
690 $a 0449
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Northeastern University. $b School of Education. $3 1181601
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10261930 $z click for full text (PQDT)