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A study of educators' perceptions and implementation of state, district, and school-level standards for instructional technology in an urban high school in New Jersey
DISSERTATION

, Wilmington College , United States

Wilmington College . Awarded

Abstract

The purpose of this study was to investigate teachers' and administrators' perceptions and understanding of state, district, and school level instructional technology standards in an urban high school in New Jersey. Additionally, the study examined teachers and administrators perceptions of technology integrations in relation to how these standards were implemented into the classroom.

The study used primarily mixed methods, with a holistic approach to inquiry. A mixed methods approach was used for this study in order to enhance reliability of the findings. The mixed methods approach also allowed the researcher to use multiple data collection techniques which included surveys, individual interviews and focus group interviews.

The perceptions of educators who participated in this study were analyzed. Results revealed the following: (1) although the administrators indicated that they were familiar with technology standards at the state, district, or school levels, the majority of the teacher participants were not familiar with these standards, (2) a lack of computers, a lack of sufficient time, and a lack of good instructional software were obstacles encountered by teachers that prevented them from using computers in the classroom to enhance instruction and learning, (3) some teachers indicated that they were using technology as a tool in the classroom that allowed students to do research via the Internet, and to produce reports and projects, and (4) age seemed to be a determining factor with respect to teachers willing to integrate technology in the classroom.

As schools begin to use more and more technology, it is important that members of the educational community keep abreast of the technology standards at all levels, and become knowledgeable users of technology to enhance teaching and learning, and close the Digital Divide gap.

This study adds to the current literature on the use of classroom technology by providing a better understanding of critical issues related to implementation of technology standards and technology integration at the high school level.

Citation

Edwards-Andrews, M.A. A study of educators' perceptions and implementation of state, district, and school-level standards for instructional technology in an urban high school in New Jersey. Ph.D. thesis, Wilmington College. Retrieved March 28, 2024 from .

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

Citation reproduced with permission of ProQuest LLC.

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