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Table Of Contents

1. Introduction
1.1. Purpose of the study
1.2. Research questions
1.3. Theoretical framework
1.4. Significance of the study
2. Review of the Literature
2.1. Availability of computer technology
2.2. Use of technology by teachers
2.3. Technology support and education for teachers
2.3.1. Pre-service training
2.3.2. Professional development
2.3.3. Examples of computer use
2.4. Barriers to and beliefs about technology use
2.4.1. Organizational support
2.4.2. Computer access and technical support
2.4.3. Technology training
2.4.4. Age, gender and experience
2.5. Exemplary environments and exemplary teachers
2.6. Theories
2.6.1. Diffusion Theory
2.6.2. Constructivism
3. Study Methods
3.1. Rationale for study methods
3.2. Sampling procedures
3.2.1. Selection of sites
Table 1. School characteristics
3.2.2. School characteristics
3.2.3. Selection of teachers
Table 2. Number of teachers from each school
3.3. Data collection
3.3.1. Observations
3.3.2. Interviews
3.4. Data analysis
Table 3. Concepts and questions of the “perceived attributes” category
3.5. Trustworthiness
3.6. Ethical issues
technology integration
4.1. Study Participants
Table 4. Number of participants by subject area
Table 5. Education and experience of participants
4.2. How teachers define ‘technology integration’
4.2.1. Definition
4.2.2. Technology tools
Table 6. Technologies teachers consider part of “technology integration”
4.2.3. Summary
4.3. Sources of ideas about technology integration
4.3.1. Teachers/colleagues
4.3.4. Technical Staff
4.3.5. Education
4.3.6. Summary
4.4. Factors that influenced technology use
4.4.1. Administrator-related factors
4.4.2. Teacher beliefs
4.5. Conclusion
5. Results: Patterns of technology use among teachers
5.1. Group 1: Dynamic users
5.1.1. Beliefs
5.1.2. Motivation
5.1.3. Practices
5.2. Group 2: Technology integrating users
5.2.1. Beliefs
5.2.2. Motivation
5.2.3. Practices
5.3. Group 3: Knowledgeable intermittent users
5.3.1. Beliefs
5.3.2. Motivation
5.3.3. Practices
5.4. Group 4: Limited approach users
5.4.1. Beliefs
5.4.2. Motivation
5.4.3. Practices
5.5. Group 5: Non-users
5.5.1. Beliefs
5.5.2. Motivation
5.5.3. Practices
5.6. Summary
Table 7. Beliefs, motivations and practices by group type
Table 8. Average years of professional experience by group
Table 9. Number of teachers in each school by technology group
6. Discussion
6.1. Beliefs, motivations and practices of teachers who
6.1.1. They provide rich descriptions
6.1.2. They overcome environmental barriers
6.1.3. Technology is beneficial to students
6.1.4. Technology fits well
7. Summary and Conclusions
7.1. Limitations of the study
7.2. Implications for further research
7.3. Implications for practice
Appendices
Appendix A. Consent to Participate in a Research Study
Appendix B. Observation Guide
Appendix C. Interview Schedule for Teachers
Appendix D. Sample codes/concepts used during data analysis
Appendix E. Letter of Introduction to School District
References
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Computer Integration

Computer Integration

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Published by: hansell-galura-1724 on Aug 12, 2011
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08/12/2011

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