國立虎尾科技大學 |

Digital Learning in K12 : = Putting Teacher Professional Identity on the Line.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Digital Learning in K12 :/
其他題名:	Putting Teacher Professional Identity on the Line.
作者:	Thompson, Shea-Alison Rose.
面頁冊數:	1 online resource (270 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355574760

Digital Learning in K12 : = Putting Teacher Professional Identity on the Line.
Thompson, Shea-Alison Rose.

Digital Learning in K12 :Putting Teacher Professional Identity on the Line. - 1 online resource (270 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ed.D.)--University of Southern California, 2017.

Includes bibliographical references

Teachers in the 21st century continue to teach with little change to pedagogy, practice, or professional identity. Professional development (PD) remains largely ineffective as a tool for promoting instructional change or new identity formation. Teachers at Senior High School X reflect a significant problem of practice in education: reduced inclination to use information and communication technologies (ICT) in the classroom. This dissertation study was a contribution to existing research on teacher use of the Internet in instruction, and identity transformation. The framework for the study addressed stakeholder assumed influences in knowledge, motivation, and organizational barriers (KMO) that impacted the performance goal of technology-infused instruction. The study was wholly qualitative and the researcher collected data at the school site. Research findings answered the three original research questions: how KMO impacted teacher use of ICT, specifically blended learning, how PD impacted teacher professional identity, and whether innovative delivery of PD could impact teacher inclination to use ICT in the classroom. The three research findings, supported by themes, were: teachers were divided internally, externally, individually, and collectively in terms of KMO barriers, PD impacted professional identity by strengthening teachers as educators if the PD was relevant to their practice, and innovative PD could be a positive experience. Findings suggested that teachers are willing to change. Teacher stakeholders need to be the mouthpiece and leaders of organizational change that promotes meaningful technology-infused instruction. Implications for the field are that teachers need more support, resources, and access, and must possess a strong voice to be at the forefront of (a) identity transformation, and (b) inclusion of blended learning.

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

Mode of access: World Wide Web

ISBN: 9780355574760Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Digital Learning in K12 : = Putting Teacher Professional Identity on the Line.
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520 $a Teachers in the 21st century continue to teach with little change to pedagogy, practice, or professional identity. Professional development (PD) remains largely ineffective as a tool for promoting instructional change or new identity formation. Teachers at Senior High School X reflect a significant problem of practice in education: reduced inclination to use information and communication technologies (ICT) in the classroom. This dissertation study was a contribution to existing research on teacher use of the Internet in instruction, and identity transformation. The framework for the study addressed stakeholder assumed influences in knowledge, motivation, and organizational barriers (KMO) that impacted the performance goal of technology-infused instruction. The study was wholly qualitative and the researcher collected data at the school site. Research findings answered the three original research questions: how KMO impacted teacher use of ICT, specifically blended learning, how PD impacted teacher professional identity, and whether innovative delivery of PD could impact teacher inclination to use ICT in the classroom. The three research findings, supported by themes, were: teachers were divided internally, externally, individually, and collectively in terms of KMO barriers, PD impacted professional identity by strengthening teachers as educators if the PD was relevant to their practice, and innovative PD could be a positive experience. Findings suggested that teachers are willing to change. Teacher stakeholders need to be the mouthpiece and leaders of organizational change that promotes meaningful technology-infused instruction. Implications for the field are that teachers need more support, resources, and access, and must possess a strong voice to be at the forefront of (a) identity transformation, and (b) inclusion of blended learning.
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