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Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers
- Date Issued:
- 2013
- Summary:
- The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or classrooms due to a low response rate, findings from this study indicated teachers with fewer years of teaching science had a higher level of computer use but less computer access, especially for students, in the classroom. Furthermore, teachers' choice of professional development moderated the relationship between the level of school performance and teachers' knowledge/skills, with the most positive relationship being with workshops that occurred outside of the school. Eighteen interviews revealed that teachers perceived the role of technology in classroom instruction mainly as teacher-centered and supplemental, rather than student-centered activities.
Title: | Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers. |
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Name(s): |
Kerr, Rebecca. College of Education Department of Curriculum, Culture, and Educational Inquiry |
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Type of Resource: | text | |
Genre: | Electronic Thesis Or Dissertation | |
Issuance: | monographic | |
Date Issued: | 2013 | |
Publisher: | Florida Atlantic University | |
Physical Form: | electronic | |
Extent: | xiv, 198 p. : ill. | |
Language(s): | English | |
Summary: | The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or classrooms due to a low response rate, findings from this study indicated teachers with fewer years of teaching science had a higher level of computer use but less computer access, especially for students, in the classroom. Furthermore, teachers' choice of professional development moderated the relationship between the level of school performance and teachers' knowledge/skills, with the most positive relationship being with workshops that occurred outside of the school. Eighteen interviews revealed that teachers perceived the role of technology in classroom instruction mainly as teacher-centered and supplemental, rather than student-centered activities. | |
Identifier: | 851187425 (oclc), 3360802 (digitool), FADT3360802 (IID), fau:4108 (fedora) | |
Note(s): |
by Rebecca Kerr. Thesis (Ph.D.)--Florida Atlantic University, 2013. Includes bibliography. Mode of access: World Wide Web. System requirements: Adobe Reader. |
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Subject(s): |
Science -- Study and teaching (Middle school) School management and organization Computer-assisted instruction Academic achievement -- Evaluation High technology and education |
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Held by: | FBoU FAUER | |
Persistent Link to This Record: | http://purl.flvc.org/fcla/dt/3360802 | |
Use and Reproduction: | http://rightsstatements.org/vocab/InC/1.0/ | |
Host Institution: | FAU |