Effectively integrating technology into the educational system is paramount to the continued success of the U.S. educational system. Not meeting the needs of students can be detrimental to the continued growth and competitiveness of the United States. Educational systems must reflect the rapid changes in society and the way students communicate, socialize, and think. K-12 educational leaders have an increasing interest in understanding how to equip students with 21st-century skills designed to enhance their ability and willingness to become productive and knowledgeable citizens. This qualitative descriptive case study examined the perceptions of a purposive sample of middle school educators to determine what skills and competencies influenced their use and promotion of technology in education. The following three research questions guided this study: How do rural Virginia middle school educators describe the use of technology in middle school education? What challenges do rural Virginia middle school educators face when attempting to integrate technology in education? How do rural Virginia middle school educators prepare for and view effective integration of technology in education? The theory of constructivism provided the conceptual framework for examining how the participants in this study used and promoted technology in their educational settings. Data were collected by conducting in-depth interviews of 10 rural Virginia middle school educators. The anecdotal responses of the participants provided insight into their perceptions and practices. Four major themes emerged in this study: motivations for using technology, obstacles, training, and technology perceptions.
|Commitee:||Lane, James F., Watts, Thomas E.|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 80/01(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Middle School education, Education, Educational technology|
|Keywords:||21st century learning, Constructivism, Descriptive case study, Educational technology, Performance and achievement, Student engagement, Technology integration|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be