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    Technology and teacher education: Is technology professional development meeting the needs of English teachers?

    機譯：技術和教師教育：技術專業發展是否滿足英語教師的需求？

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    摘要

    The definition of a "traditional" classroom has undergone a significant change in the last few decades. The classroom of today in the 21st century provides much more technologically advanced tools. With the rapid advancements made in educational technology every year, teachers have had to learn to change and use new tools in their teaching.;This study used Change Theory as a lens to interpret the ways that teachers are learning about technology through the technology professional development (TPD) programs available to them through their schools and/or districts. This study focused particularly on the needs of English teachers to determine if their needs are being met with the TPD programs available to them.;Six school districts from three different states were included in this study. This research study followed a mixed method model, triangulation, and the constant comparative method to analyze its data. Participants were strictly limited to English teachers. The participants had the opportunity to participate in one or all of the data gathering tools. These tools included an electronic survey, focus groups, and individual interviews.;Results of this study showed that as a whole, English teachers are not having their needs met in technology professional development (TPD). Very few of the schools represented in this study provided any TPD beyond the standard training for their online grade book programs. Teachers were very disappointed with the lack of effort or consideration their administrators have towards their technology professional development and felt that much of the time they spend in their regular professional development meeting is wasted. Participants criticized the poor quality of their TPD and that very few good teaching methods are ever employed. Teachers asked to be involved in TPD decisions so that they can learn advanced technology skills. Teachers in this study provided several recommendations for their school and district leaders on how to better provide TPD that would meet their needs as well as benefit teachers in all content areas.
    機譯：在過去的幾十年中，“傳統”教室的定義發生了重大變化。 21世紀今天的教室提供了更多技術先進的工具。隨著每年教育技術的飛速發展，教師不得不學習改變并在教學中使用新的工具。；本研究以變革理論為視角來解釋教師通過技術專業發展來學習技術的方式。 （TPD）計劃可通過他們的學校和/或地區提供給他們。這項研究特別關注英語教師的需求，以確定使用他們可用的TPD計劃是否滿足他們的需求。；該研究包括來自三個不同州的六個學區。本研究遵循混合方法模型，三角剖分和恒定比較方法來分析其數據。參加者嚴格限于英語教師。參與者有機會參與一種或所有數據收集工具。這些工具包括電子調查，焦點小組和個人訪談。研究結果表明，總體而言，英語教師的技術專業發展（TPD）不能滿足他們的需求。參與這項研究的學校中，很少有學校提供超出其在線成績簿課程標準培訓的TPD。老師對于管理員在技術專業發展方面缺乏努力或考慮不足感到非常失望，并感到浪費在他們定期的專業發展會議上的大量時間。與會者批評他們的TPD質量低下，而且幾乎沒有采用好的教學方法。教師要求參與TPD決策，以便他們學習高級技術技能。這項研究的教師為學校和學區領導提供了一些建議，以幫助他們更好地提供TPD以滿足他們的需求，并使所有內容領域的老師受益。

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    • 作者

      Shelley, Gina Lynn.;

    • 作者單位

      The University of Utah.;

    • 授予單位 The University of Utah.;
    • 學科 Education Teacher Training.;Education Technology of.
    • 學位 Ph.D.
    • 年度 2010
    • 頁碼 262 p.
    • 總頁數 262
    • 原文格式 PDF
    • 正文語種 eng
    • 中圖分類
    • 關鍵詞

    • 入庫時間 2022-08-17 11:36:55

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