Publication Date

2008

Document Type

Dissertation/Thesis

First Advisor

Robinson, Rhonda S.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Educational Technology, Research and Assessment

LCSH

Elementary school teachers--Illinois||Middle school teachers--Illinois||Educational technology--Illinois

Abstract

The purpose of this study was to describe the frequency of technology integration and how successfully the technology standards are met in K-8 classrooms among second- and third-year teachers who have recently graduated from programs following the ISTE technology standards and NCATE accreditation guidelines. Data were collected by survey, interview, document collection, and direct observation from second- and third-year K-8 teachers in a large Midwestern, metropolitan area. An emphasis on direct observation of beginning teachers resulted in a realistic assessment of whether teachers are successfully integrating technology and attempting to address the ISTE technology standards after graduating from a preservice program that has attempted to make improvements in the integration of technology. The collected data showed that very little technology was being utilized in the ten classrooms observed in the study. Comparing the observations in the classroom and lesson plans, which showed little or no technology integration, to the responses on the survey, which indicated a high frequency of technology use (70.5% positive responses), a disconnect became apparent. Based on this research, technology standards are not being emphasized enough in the preservice programs, NCATE accreditation guidelines may not be successfully being implemented, and many teachers are graduating unprepared to successfully integrate technology in their classroom. Implications for future research are also discussed.

Comments

Includes bibliographical references (pages [118]-125).

Extent

vi, 162 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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