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Dissertation
Digital stories for professional learning: reflection and technology integration in the classroom
Doctor of Philosophy (Ph.D.), Drexel University
May 2007
DOI:
https://doi.org/10.17918/etd-1564
Abstract
A case study design was used to gain understanding of the interactions, practices, and contexts that are hindering or fostering the integration of technology. Qualitative methodology was used to gather detailed data of teachers. beliefs, experiences, reflections, goals, and interactions while they created learning environments that integrated technology resources with their existing curriculum. Data collection included field observations, formal and informal interviews, videotaping, artifacts, student work, and an online questionnaire. Documents and instructional practices were assessed using the Levels of Technology Integration (LoTi) framework and National Educational Technology Standards for Students (NETSS) criteria. Results indicate, culture and context; coaching; evaluation of current integration practice; goal setting for lesson/unit planning; and examining current practice through reflection positively influenced the process of creating high.quality integration.
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Details
- Title
- Digital stories for professional learning
- Creators
- David Edward Ramage - DU
- Contributors
- Liz Haslam (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 1564; 991014632847604721