Dissertation/Thesis Abstract

Web 2.0 at a non-traditional charter school A mixed methods study
by Ollis, Jennifer C., M.S., The Florida State University, 2011, 97; 1504399
Abstract (Summary)

In a mixed methods design, I sought to explore teacher and administrator views of technology integration and change in schools. Specifically, I examined a small staff’s perspectives towards the integration of Web 2.0 tools and mobile devices into student-centered classroom instruction at a small non-traditional charter school in Southern Georgia. Online surveys and face-to-face interviews were conducted to gather data on the educators’ value of technology, the role and integration of technology in the classroom, and their current levels of technology usage. The converged mixed methods results illustrate the following: (a) educators are willing to integrate technologies they value; (b) educators are open to incorporating emerging technologies into the classroom with proper support; (c) educators do not instinctively integrate technology in student-centered ways; (d) educators are open to learning about emerging technologies from their students; (e) teachers and administrators are not equally open to integrating Web 2.0 tools and mobile devices into classrooms. I conclude that teachers and administrators need to critically examine how to apply Web 2.0 technologies and mobile devices to enhance learning in order to remain relevant and meet the needs of their students in the twenty-first century.

Keywords: Digital Age, mixed methods, mobile devices, student-centered, teacher and administrator beliefs, Web 2.0 integration

Indexing (document details)
Advisor: Davis, Nancy T.
School: The Florida State University
School Location: United States -- Florida
Source: MAI 50/02M, Masters Abstracts International
Subjects: Secondary education, Educational technology, Science education
Publication Number: 1504399
ISBN: 978-1-124-98361-5
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy