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The explicit integration of technology during lesson planning / John W. Spencer.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Spencer, John W., author.
- Language:
- English
- Subjects (All):
- Educational leadership.
- Educational technology.
- Reading instruction.
- Educational and organizational leadership--Penn dissertations.
- Penn dissertations--Educational and organizational leadership.
- Local Subjects:
- Educational leadership.
- Educational technology.
- Reading instruction.
- Educational and organizational leadership--Penn dissertations.
- Penn dissertations--Educational and organizational leadership.
- Genre:
- Academic theses.
- Physical Description:
- 1 online resource (166 pages)
- Contained In:
- Dissertations Abstracts International 81-10A.
- Place of Publication:
- [Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2019.
- Language Note:
- English
- System Details:
- Mode of access: World Wide Web.
- text file
- Summary:
- The purpose of this study was to explore the following central research question: What supports do teachers need to develop a multimodal learning environment that integrates multiple technologies into literacy instruction? The study utilized two design phases to examine in increasing depth how to support teachers in the lesson planning process to increase multiliteracy practices, particularly their integration of technologies for classroom instruction. This study provides further understanding of what can influence teachers in their use of multiple forms and combinations of technology for planning, instruction and student deliverables in a Multimodal Literacy Environment. The data indicate that the participants understand how they want to use technology during literacy instruction and that they need additional training. One of the major themes in the findings was that teachers indicated that the choices provided in both phases of the lesson plan framework made them think more deeply about how they were planning. The findings show there was a definite disconnect between the written lesson plans the teacher submitted and how the lessons were conducted in the classroom. Teachers in the study, as with teachers in similar research, did much more mental planning than actually documenting their lesson plans. Teachers' perceptions did evolve regarding how to use technology to teach English language arts, but it cannot be conclusively said that their perception changed about literacy. Overall, the research findings do support the assertion that teachers' Technological Pedagogical Content Knowledge can be influenced by the type of lesson plan that they utilize to build their lesson.
- Notes:
- Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
- Advisors: Stornaiuolo, Amy; Committee members: Susan Browne; L. Golden.
- Department: Educational and Organizational Leadership.
- Ed.D. University of Pennsylvania 2019.
- Local Notes:
- School code: 0175
- ISBN:
- 9781658478069
- Access Restriction:
- Restricted for use by site license.
- This item is not available from ProQuest Dissertations & Theses.
- This item must not be sold to any third party vendors.
- This item must not be added to any third party search indexes.
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