Dissertation - Public Access
Ed.D. Doctor of Education
Dr. Karen Tardrew
Dr. James Fitzpatrick
Dr. Geri Chesner
This program evaluation explored how effective integration of technology resources and systems with teacher training and curriculum development can occur despite teachers limited technology competencies. Theses competencies increase when teachers have desire and opportunities to become better acquainted with utilizing digital tools. Perceived technology integration skills of teachers solely, cannot predict the effective integration of technology in student products to address new learning (Ertmer, 2005). Technology integrated lesson plans, the relationship between teachers' beliefs and their use of various strategies to integrate technology and a model that teachers can use to guide them through the necessary changes they will need to make to be successful in integrating new technology into their classroom (Wong, Li, Choi, & Lee, 2008). This process offers the potential to assist teachers in identifying and assessing Wisconsin’s mandated student technology literacy standards. Continuity of professional development, time for both professional and curricular development activities (such as reviewing the software, exploring available resources, and creating new lessons) and technical, administrative, and pedagogical support for teachers can facilitate strategies to integrate technology in all content areas (Lim & Khine, 2006).
Walters, Letitia, "Exploring Teacher’s Attitudes and Behaviors in Implementing Instructional Technology into Curriculum" (2017). Dissertations. 234.
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Leadership Commons, Instructional Media Design Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons, Urban Education Commons