South American K-12 Faculty Perceptions of Classroom Technology Usage and Effectiveness
Erik Kormos, 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
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.
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).
© 2017 Association for the Advancement of Computing in Education (AACE)
ReferencesView 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
- SA_Ed_Media_50654.pptx (Access with Subscription)