Dissertation/Thesis Abstract

Opinion and practice in a tech-successful elementary school: The 21st century classroom
by Bauland, David, M.A., The University of Arizona, 2012, 75; 1532178
Abstract (Summary)

Web-based connectivity technologies have changed the very nature of learning and inquiry. Technology-integrated 21st century classrooms require that teachers adopt new roles, shifting toward critical thinking, collaboration, creativity and communication. This study examined teachers' opinions regarding integration of web based teaching tools into K-5 classrooms. Data were gathered through teacher interviews, collecting examples of websites used by teachers, recognizing common themes in successful technology integration, identifying benefits of technology integration for students, and clarifying professional development that teachers considered most beneficial. The sample was drawn from a Tucson, Arizona elementary school. Teachers' comments reflected a culture of strong support for technology integration with 21st century learning goals, and the need for more effective tools designed to help them search for and integrate web-based resources and share their successes or challenges with other teachers through digital learning communities or collaborative online professional development platforms.

Indexing (document details)
Advisor: Marx, Ronald
Commitee: Brent, Wayne, Legg Burross, Heidi
School: The University of Arizona
Department: Educational Psychology
School Location: United States -- Arizona
Source: MAI 51/04M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Elementary education, Educational psychology, Educational technology
Keywords: 21st century, Cloud computing, Integration, Internet, Professional development, Technology
Publication Number: 1532178
ISBN: 978-1-267-86901-2
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