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Experiential learning, beliefs, and technology integration among teachers in an urban public...
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Experiential learning, beliefs, and technology integration among teachers in an urban public school district
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Description
Identifier
Diss
35
Author
Waller, Mark W.
Title
Experiential
learning
,
beliefs
, and
technology
integration
among
teachers
in an
urban
public
school
district
Publisher
Central Connecticut State University
Date
2007
Resource Type
Dissertation
Notes
This
study
investigated
the
beliefs
towards
technology
,
integration
of
technology
for
classroom
instruction
and
learning
, and
learning
styles
for
335
urban
school
teachers
in a
single
school
district
.
Data
collection
and
analysis
included
both
quantitative
and
qualitative
methods
using
a
survey
and
interview
instrument
. The
findings
show
that
teachers
have
positive
beliefs
towards
technology
, but that the
frequency
of
technology
integration
for
classroom
instruction
and
student
learning
varies
based
on
technology
skills
and
abilities
. The
findings
also
show
that a
relationship
exists
between
certain
teacher
learning
styles
and the
type
of
technology
integrated
in
classrooms
. These
findings
suggest
that
teachers
are
attitudinally
poised
to
learn
technology
to
improve
their
practice
.
Teachers
who
have
certain
learning
styles
and
technology
skills
could
become
mentors
or
leaders
to
develop
other
teachers
'
use
of
technology
for
instruction
and
student
learning
.
Subject
Experiential learning
Educational technology
Department
Department of Educational Leadership
Advisor
Beyard, Karen
Type
Text
Digital Format
application/pdf
Language
eng
OCLC number
137281660
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