Technology integration as a teaching strategy
DISSERTATION
Jerry Lynette Woodbridge, Walden University, United States
Walden University . Awarded
Abstract
This exploratory case study of technology integration in the classroom involved 42 observations in 16 classrooms, 20 interviews, and 27 responses to an online survey. Teachers were selected because they had a common background in integrated learning and technological knowledge and had graduated between 1995 and 2002 from Jacksonville University's Master of Arts in Teaching program in Integrated Learning with Educational Technology. This case study analyzed the beliefs and classroom teaching strategies of teachers who participated in JU's MAT program.
Results revealed that technology integration varied according to individual teaching beliefs, perceptions towards technology innovations, and how the teacher practiced and put technology to work in the classroom. Active, authentic, constructive, cooperative, and intentional/reflective learning were teaching strategies found in 50% of the classroom observations. Participants credited Jacksonville University's MAT program in Integrated Learning with Educational Technology with their success, where technology integration was defined, modeled, researched, supported, and explored. If technology integration is a first step towards transforming teaching and learning, then understanding pedagogical possibilities can help researchers, teacher educators, and professional development facilitators to assist teachers in transforming their classroom practice.
Citation
Woodbridge, J.L. Technology integration as a teaching strategy. Ph.D. thesis, Walden University. Retrieved August 6, 2024 from https://www.learntechlib.org/p/120881/.
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