國立虎尾科技大學 |

Examining the Integration of Technology in the Early Childhood Classroom.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Examining the Integration of Technology in the Early Childhood Classroom./
作者:	Willmann, Kerri Lynn.
面頁冊數:	1 online resource (140 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355167832

Examining the Integration of Technology in the Early Childhood Classroom.
Willmann, Kerri Lynn.

Examining the Integration of Technology in the Early Childhood Classroom. - 1 online resource (140 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

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

Includes bibliographical references

Reading achievement scores in the United States are low and educators need more strategies to support young students in literacy. It is important to identify the technologies and implementation strategies that educators find beneficial for literacy instruction. The purpose of this qualitative study was to investigate perspectives on instructional technology and literacy strategies intended to promote student-centered learning opportunities. The conceptual framework was Bloom's mastery learning, Bransford's anchored instruction, and Piaget's constructivist theory. Each theorist encouraged exploration and hands-on interactive learning opportunities. The research questions addressed how teachers perceive the implementation of technology tools to enhance literary performance and engagement in kindergarten and first grade. A purposeful sample of 8 teachers and 4 administrators with 3+ years' experience that implemented the core reading curriculum and had access to literary technologies participated in interviews and teachers' classrooms were observed. A combination of a priori and open coding was used to identify patterns and themes. Participants identified technology as a positive influence on reading instruction, student performance, and engagement. They identified problems including weak technical support and insufficient time for peer support and sharing related to working with the various technologies. Further research is recommended into integration of developmentally appropriate instructional technology. This study may contribute to positive social change by providing a tool that can be used by school districts to better improve the adoption of current and future technological innovations based on teacher experience and perceptions.

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

Mode of access: World Wide Web

ISBN: 9780355167832Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Examining the Integration of Technology in the Early Childhood Classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Maryanne Longo.
502 $a Thesis (Ed.D.)--Walden University, 2017.
504 $a Includes bibliographical references
520 $a Reading achievement scores in the United States are low and educators need more strategies to support young students in literacy. It is important to identify the technologies and implementation strategies that educators find beneficial for literacy instruction. The purpose of this qualitative study was to investigate perspectives on instructional technology and literacy strategies intended to promote student-centered learning opportunities. The conceptual framework was Bloom's mastery learning, Bransford's anchored instruction, and Piaget's constructivist theory. Each theorist encouraged exploration and hands-on interactive learning opportunities. The research questions addressed how teachers perceive the implementation of technology tools to enhance literary performance and engagement in kindergarten and first grade. A purposeful sample of 8 teachers and 4 administrators with 3+ years' experience that implemented the core reading curriculum and had access to literary technologies participated in interviews and teachers' classrooms were observed. A combination of a priori and open coding was used to identify patterns and themes. Participants identified technology as a positive influence on reading instruction, student performance, and engagement. They identified problems including weak technical support and insufficient time for peer support and sharing related to working with the various technologies. Further research is recommended into integration of developmentally appropriate instructional technology. This study may contribute to positive social change by providing a tool that can be used by school districts to better improve the adoption of current and future technological innovations based on teacher experience and perceptions.
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