You are here:

South American K-12 Faculty Perceptions of Classroom Technology Usage and Effectiveness
PROCEEDING

, Indiana University of Pennsylvania, United States

EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

K-12 schools throughout the world are spending significant amounts of money to integrate technology into their classrooms. South America is no different, though access to technology varies greatly across the continent. This study will utilize a research-designed survey to analyze instructional technologies used by faculty in international schools affiliated with the American Association of Schools in South America (AASSA). The survey also examined teacher perception related to technology integration. Perceptions of effectiveness will be analyzed by gender, subject area, and whether faculty received their training in inside or outside of South America. This information will help gain a cross-cultural perspective as well as develop an improved vision of educational technology’s role in the learning process.

Citation

Kormos, E. (2017). South American K-12 Faculty Perceptions of Classroom Technology Usage and Effectiveness. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 514-519). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved May 20, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Slides