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July 25, 2012 Dissertation Proposal

Maria Esposito
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Maria Esposito

on 12 January 2015

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Transcript of July 25, 2012 Dissertation Proposal

Conceptual Rationale
Major Theorists Research Questions
and
Analysis AN EXAMINATION OF SECONDARY SCHOOL TEACHERS’ TECHNOLOGY INTEGRATION RECOMMENDED BY ISTE’S NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR TEACHERS AND ADMINISTRATIVE SUPPORT FOR TEACHER TECHNOLOGY EFFORTS A Dissertation Defense submitted by
Maria Esposito
Dowling College
Brookhaven, New York
2013 Purpose of the Study Examine teachers’
Use of technology to facilitate learning
Use of technology to inspire creativity
Use of technology to assess student learning
Collaboration using digital tools
Facilitation of digital age student collaboration
Promotion of global citizenship
Promotion of digital citizenship.

Explore the relationship between:
Teacher experience
Teacher subject area
Administrative support for teacher technology efforts
And the above seven dimensions of teacher technology use. Statement of the Problem Are teachers engaging in technology integration into teaching as recommended by the NETS-T and include teachers’ use of technology to facilitate learning, use of technology to inspire creativity, use of technology to assess student learning, collaboration using digital tools, facilitation of digital age student collaboration, promotion of global citizenship, and promotion of digital citizenship? Statement of the Problem Do teacher experience, teacher subject area
and administrative support for teacher technology efforts,
Effect the above seven dimensions of teacher technology use? How do teachers describe their use of technology to facilitate learning, use of technology to inspire creativity, use of technology to assess student learning, collaboration using digital tools, facilitation of digital age student collaboration, promotion of global citizenship, promotion of digital citizenship, and administrative support for teacher technology efforts?

Descriptive data, including mean, standard deviation and item frequency distributions will be analyzed to answer research question one. How do teacher use of technology to facilitate learning, use of technology to inspire creativity, use of technology to assess student learning, collaboration using digital tools, facilitation of digital age student collaboration, promotion of global citizenship, promotion of digital citizenship, and administrative support for teacher technology efforts differ by subject area (math, science, social studies, and English)?

A series of one-way analyses of variance (ANOVAs) and post-hoc tests will be used to answer research question two. How do teacher use of technology to facilitate learning, use of technology to inspire creativity, use of technology to assess student learning, collaboration using digital tools, facilitation of digital age student collaboration, promotion of global citizenship, promotion of digital citizenship, and administrative support for teacher technology efforts differ by school level (middle/high school)?

A series of independent samples t-tests will be used to answer research question three.
How do administrative support for teacher technology efforts, age, years teaching, school level, and subject area predict total teacher technology use?

A multiple linear regression will be used to answer question five. Research Question One Research Question Two Research Question Three Research Question Four Research Question Five What relationships exist among teacher use of technology to facilitate learning, use of technology to inspire creativity, use of technology to assess student learning, collaboration using digital tools, facilitation of digital age student collaboration, promotion of global citizenship, promotion of digital citizenship, administrative support for teacher technology efforts, age, and years teaching?

Pearson product correlation analysis will be conducted to answer research question four. Adopted by New York State Department of Education
(NYSED.GOV, 2010).
Supports 21st century skills to develop students for our global community.
ISTE standards support technology integration Administrative support for teacher technology efforts also promoted by ISTE
include:
professional development
available resources
positive attitude towards technology
technical assistance in a timely manor
time to learn new technologies
time to collaborate with peers
(Gorder, 2008; Buckenmeyer, 2010). Howland, Jonassen, and Marra (2012) Meaningful learning enhances students’ learning by teachers teaching with technology and not from it. 21st Century Skills Initiatives that include technology integration TPCK Focused on technology as a tool for learning, and on a collaborative curriculum development project called TPACK (technology, pedagogy, and content knowledge) By aligning instruction with all seven adjusted strands of NETS-T, teachers are preparing students to live in a global society in the 21st century.

“In efforts to enhance the interconnectedness among global societies and students’ global literacy, the advancement of technology plays an important role because it reduces distance caused by time and geographically remote locations”
(Hsu & Wang, 2010, p. 44). Significance of the Study Inform:
Policy makers
School administrators in secondary education
College professors in pre-service education and school leadership programs On factors that promote:
Successful teacher use of technology including
facilitate learning, inspire creativity, assess student learning, collaborate using digital tools, facilitation of digital age student collaboration, promotion of global citizenship, promotion of digital citizenship, and administrative support for teacher technology efforts. Limitations of the Study The participants in this study will be from public schools in two counties in New York State.

The instrument used is a web survey that may allow teachers that are more engaged in technology to participate in the study. Setting
and
Selection of Subjects Secondary school teachers in both middle and high schools within Nassau and Suffolk Counties of the State of New York will be invited to participate in this study. Subjects are certified teachers in all subject areas.

Participation in the study will be anonymous and voluntary. Online Survey at http://mariaesposito.org
Delivered through Educational Listserv
Survey Components
Demographics
Implementation of Skills
Administrative support Survey Instrument Acknowledgments and Gratitude
Dissertation Committee
Thank You! Dr. Marshall Perry, Committee Chairperson
Dr. Stephanie Tatum, Committee Design Specialist
Dr. Robert Manley, Committee Member
Dr. Richard Walter, Committee Member
Dr. Joanne O'Brien, Reader Describe their use Differ by subject area
math, science, social studies, and English Differ by school level
middle/high school Relationship age, years teaching Support predict total technology use TPACK trainings promote confidence in technology integration for science teachers
Graham, Burgoyne, Cantrell, Smith, St Clair, and Harris, (2009), and Harris and Hofer (2011)
Construct Validity
For the purpose of this study, a factor analysis of the responses from participants will be employed to verify that the items measure what they purport to measure. Validity Content Validity
Jury of three secondary school teachers (grades 6-12) and two administrators will be invited to place each of the 57 statements in one of eight categories related to technology integration and administrative support for teacher technology efforts as recommended by ISTE’s NETS-T.
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