國立虎尾科技大學 |

Evaluating Professional Development on Educational Technology Integration for English Teachers in Japan.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Evaluating Professional Development on Educational Technology Integration for English Teachers in Japan./
作者:	Noxon, Erin.
面頁冊數:	1 online resource (172 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355550481

Evaluating Professional Development on Educational Technology Integration for English Teachers in Japan.
Noxon, Erin.

Evaluating Professional Development on Educational Technology Integration for English Teachers in Japan. - 1 online resource (172 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)--University of Florida, 2017.

Includes bibliographical references

The impetus for this study was the need to provide effective training for English teachers on the use of Google Drive-related apps at a Japanese school. This training was necessary as the school embarked on creating a Japanese government-required information and communications technology (ICT) educational environment at the school. To address this situation, a professional development (PD) experience was designed for the teachers at the school. This involved a 12-week lesson study cycle with weekly planning meetings, and 5 sessions of technology classes focused on Google Drive apps.

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

Mode of access: World Wide Web

ISBN: 9780355550481Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

Evaluating Professional Development on Educational Technology Integration for English Teachers in Japan.
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245 1 0 $a Evaluating Professional Development on Educational Technology Integration for English Teachers in Japan.
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500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Kara Dawson.
502 $a Thesis (Ed.D.)--University of Florida, 2017.
504 $a Includes bibliographical references
520 $a The impetus for this study was the need to provide effective training for English teachers on the use of Google Drive-related apps at a Japanese school. This training was necessary as the school embarked on creating a Japanese government-required information and communications technology (ICT) educational environment at the school. To address this situation, a professional development (PD) experience was designed for the teachers at the school. This involved a 12-week lesson study cycle with weekly planning meetings, and 5 sessions of technology classes focused on Google Drive apps.
520 $a The design and evaluation of the PD incorporated adult learning theory, literature on traditional Japanese PD, non-native language speaker research, literature on barriers to technology integration, research on educational technology PD, instructional systems design, and theory on appropriate PD evaluation. This study examined the design, development, implementation, and evaluation of the technology-based PD experience. This study used qualitative methods for collecting and analyzing data, within a designed framework based on Guskey's Five Levels of PD Evaluation (2000), to assess the effects of the professional development on the participants. Data-collection methods included interviews with the participants at the beginning and end of the 12-week cycle, reflection logs from the weekly meetings, artifacts collected that were produced by the school and the participants, and field notes from class observations.
520 $a The findings revealed that the PD helped the participants and supported them in the use of Google Drive apps in their classes. It also provided information for developing future professional development programs at the school. Additional outcomes point to future research in designing a system of long term support for the teachers as they continue to use technology at the school, and for development of PD for other Japanese teachers outside of the English department. This work is significant in that there are no other studies of Google Drive PD for teachers, or integration of the technology in Japan. Also, the study evaluates the effectiveness of the PD beyond the participants' perceptions of the experience, and contemplates creating an extended experience to support teachers over the long term.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Curriculum development. $3 1148494
650 4 $a Educational technology. $3 556755
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710 2 $a University of Florida. $b Teaching and Learning. $3 1192315
773 0 $t Dissertation Abstracts International $g 79-03A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10752920 $z click for full text (PQDT)