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What happens when middle school teachers collaborate with a school technology coordinator to integrate computers into their classroom instruction?
DISSERTATION

, University of Georgia, United States

University of Georgia . Awarded

Abstract

The purpose of this qualitative study was to learn about and make sense of the experiences of middle school teachers as they integrated computers into their classroom instruction. Three case studies were conducted using cross-case analysis with three middle school classroom teachers from a suburban school in the Southeastern United States. Data from individual interviews, focus group interviews, documents, and observations were collected over the course of the 1999–2000 school year. The data sources were analyzed in order to find commonalities and differences in the experiences of the middle school teachers as they integrated computers into their content areas. Throughout the study, the participants' epistemologies were articulated, their computer-integrated instructional practices were analyzed, and their methods for coping with ubiquitous barriers were addressed. Findings indicate that as the study progressed, and participants were given opportunities to formulate and make sense of their epistemologies, that they gradually began to reflect their epistemological stances in their computer-integrated instruction.

Citation

Whitney, D.T. What happens when middle school teachers collaborate with a school technology coordinator to integrate computers into their classroom instruction?. Ph.D. thesis, University of Georgia. Retrieved August 17, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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