The purpose of this sequential explanatory mixed methods study was to determine what are America’s award-winning teachers’ use of educational technology best practices. This study used a survey, the LoTi Digital Age Survey for Teachers (referred to in this study as the LoTi survey), to quantify Teachers of the Years’ (TOYs’) self-reported levels of teaching innovation. The survey was administered to the target population of 423 TOYs from 2007-2018, with a response rate of 16.8%. A qualitative descriptive design utilizing semi-structured interviews provided the qualitative data. Interviews were completed by eight participants as a means to provide further clarification and expansion of the quantitative date derived from participants’ survey responses. The quantitative and qualitative data helped determine TOYs’ best practices of using educational technology in their classrooms. The findings of this study provide TOYs’ self-reported LoTi levels, why are these TOYs choosing to use educational technologies, and which specific educational technologies are they using in their classrooms. The results of this study can be used by all teachers and stakeholders to assist in their decisions as to what educational technologies are available and how to implement these educational technologies in classrooms.
|Commitee:||Shamburg, Christopher, Nargund, Vanashri|
|School:||New Jersey City University|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 82/7(E), Dissertation Abstracts International|
|Subjects:||Educational technology, Educational leadership|
|Keywords:||America’s award-winning teachers, Best practices, Educational technology, Qualitative descriptive design, Sequential explanatory mixed methods, Teacher of the Year|
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