Doctor of Philosophy (PhD)
Human Resource Education and Workforce Development
The purpose of this qualitative study was to provide an examination of beliefs, context factors, and practices of exemplary teachers that lead to a technology-enriched curriculum. Three middle school teachers participated. Using both direct and participant observation the Spradley model was followed with three rounds of observations: (1) descriptive, (2) focused, and (3) selective. Interviews were conducted with open-ended questions and documents were collected from the parish website. This research provides: (1) up-to-date information on what and how educational technology is used today; and (2) information which gives other educators an understanding of what beliefs and context factors influence teachers to integrate technology into their curriculum. Findings suggest that these middle school teachers believe technology is a tool that adds value to lessons and to students' learning and motivation. Due to a personal interest in technology, these teachers are self-taught and apply for grants to acquire new hardware and software. They receive support for release time to continue with ongoing professional development, which has helped to change their teaching strategies from teacher-centered to student-centered. They are not afraid to take risk using trial and error, flexible planning, project-based lessons, varying roles, varying grouping, and providing multiple activities in their classroom practices. Students are allowed to make choices, be independent, and take responsibility for themselves and their work.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Angers, Juliette D., "Integrating a technology-enriched curriculum: ethno-case study" (2004). LSU Doctoral Dissertations. 3408.