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Dissertation
The integration of learning technologies in the elementary classroom: identifying teacher pedagogy and classroom culture
Doctor of Philosophy (Ph.D.), Drexel University
Jun 2005
DOI:
https://doi.org/10.17918/etd-489
Abstract
The world's dependence on technology is redefining computer literacy and the meaning of technology integration in schools (Brogan, 2000). Increases in Internet connectivity, National Educational Technology Standards (ISTE, 2002) and recent government legislation have been well documented in the literature (U.S. Department of Education, 2003; Snyder & Hoffman, 2002; Pennsylvania Department of Education, 2002; New Jersey Department of Education, 2003). Teachers are expected to develop independent, creative, computer-knowledgeable students that can learn in dynamic environments (Gemeinhardt, 2002; McCullen, 2001). However, with all the attention on instructional technologies, the influence of these technologies on the elementary classroom has not been fully assessed. This study examined a Grade 4 and Grade 5 classroom with instructional technologies in place. The examination details the cultures of each classroom and identifies pedagogical strategies used. A mixed-method case study design allowed the researcher to triangulate data from the professional literature, 24 classroom observations, Level of Technology Implementation (LoTi) Questionnaire (Moersch, 1995), Classroom Culture Inventory (Furtwengler, 1986) and student, teacher, and administrator interviews. The collected data pointed to several interesting patterns. Communication was primarily through email, especially with home, inner-district, and family/friend communication. Connectedness with parents kept families informed and promoted parental involvement, a critical key to student success. Benefits of having email to communicate also help justify money toward technology initiatives. Six pedagogical dimensions from the Computer-Based Education Framework (Reeves, 1994) were apparent: (a) constructivism, (b) teacher as facilitator, (c) easily modifiable programs, (d) accommodation of individual differences, (e) generative user activity, and (f) cooperative learning. Identifying practices provides models for how children are being taught to learn with computers and helps outline necessary curriculum training. The dimensions also describe the range of skills expected of today's technology-proficient learner. A high level of independence is required as students and teachers learn together and work in a variety of groupings. Ultimately, survey results in combination with teacher and administrator interviews reflect the need for professional development and pre-service training at universities in applying technology in instruction and addressing technology standards. Teachers need to understand how to utilize learning technologies in ways that are most efficacious to student learning.
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Details
- Title
- The integration of learning technologies in the elementary classroom
- Creators
- Amy Diane Orlando - DU
- Contributors
- Sheila R. Vaidya (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
- 489; 991014632519004721