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Administrator Perspectives on First-Year Teacher Use of Digital Technology
PROCEEDINGS

, , Illinois State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

With the rapid advancement of technology, teachers find themselves in the midst of a digital age that requires them to provide students with a 21st century learning experience. The purpose of this qualitative study was to explore administrator perspectives on teacher use of digital technologies. The study focused specifically on first-year teachers. Data was gathered through school documents, and school tours and interviews with administrators. The following themes were generated from the data: 1.) experienced teachers can be technology mentors for first year teachers 2.) school technology plans need to be consistent, clear, and concise to encourage first year teacher use of digital technologies 3.) technological support needs to be available and easily accessible and 4.) district technology initiatives need to be district wide, rather than inconsistently distributed to schools. This study has implications for creating and implementing policies and practices to encourage and promote the integration of digital technologies by beginning teachers in K-12 settings.

Citation

Donnelly, H. & Kyei-Blankson, L. (2013). Administrator Perspectives on First-Year Teacher Use of Digital Technology. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 320-322). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 19, 2019 from .

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