Teacher perceptions of learning styles assessment, differentiated instruction, instructional technology and their willingness to adopt individualized instructional technology
Peter A. Nicolino, Dowling College, United States
Dowling College . Awarded
The purpose of this study was to investigate the factors that influence the integration of Learning Styles Assessment, Differentiated Instruction, and individualized Instructional Technology by teachers in the kindergarten through sixth grade on Long Island, New York, in seven public school system that were connected to the Internet.
A survey instrument investigated the factors that influence the integration of Learning Styles, Differentiated Instruction, and Individualized Instructional Technology. The instrument gathered data regarding demographic information, teacher knowledge and comfort levels with regard to Learning Styles Assessment, Differentiated Instruction, and Instructional Technology, and their willingness to adopt individualized Instructional Technology within their classroom. There was also an attitude scale that measured a teacher's attitude towards Instructional Technology.
The findings of this study indicated that teachers felt most comfortable facilitating the learning process through the use of Instructional Technology. The survey also revealed that teachers were less comfortable instituting Differentiated Instruction protocols. Responding teachers felt the least ease in working with Learning Styles Assessment tools and expressed a lack of formal training in Learning Styles Assessment.
The study concluded with recommendations for Learning Styles Assessment, Differentiated Instruction, and Instructional Technology training for teachers.
Nicolino, P.A. Teacher perceptions of learning styles assessment, differentiated instruction, instructional technology and their willingness to adopt individualized instructional technology. Ph.D. thesis, Dowling College.
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Cited ByView References & Citations Map
Does Knowledge of Technology Comfort With Learning Styles Assessment, Differentiated Instruction Influence In The Teachers’ Willingness to Use Individualized Instructional Technology In A K-6 Environment?
Elsa-Sofia Morote, Dowling COllege, United States; Peter Nicolino & Robert Manley, Dowling College, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3392–3397
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