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|a LB1028.3.D53 2007_Diaz-ViciedoMaria |2 BU-Local |
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|a Theories and practices of Spanish language teachers about technology usage during instruction in public school |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2007. |
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|a xi, 275 leaves : |b ills., photographs ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2007. |
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|a Includes bibliographical references (leaves 235-254). |
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|a Copyright Maria Diaz-Viciedo. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Societal trends, assumptions, misconceptions that relate modern technology to effective teaching and higher student achievement have been legislated and articulated into technology and school improvement plans nationally and locally. Teachers are expected to teach with modern technology; students must be technologically proficient by the eighth grade (NCLB Act). But teachers are not integrating modern technology in instruction. The non-usage pattern was erroneously interpreted as rejection of change. Misinterpretation was partly caused by disregard for non-rational side of change, given its connection to artistry that escapes precise quantification, prediction, control. In this study, the problem was framed by two interdependent realities, the systems world and lifeworld, embedded with technical and non-technical rationalities associated with teacher-centered (didactic) and student-centered (constructivist) pedagogies. Purpose : The study increased knowledge with the contribution of public school teachers of Spanish. Their views were absent from a national debate that associates effective teaching with technology and software training rather than pedagogy (McKenzie, 2003). Because “educational change depends on what teachers do and think” (Fullan, 2001, p. 115), technology usage was related to teachers’ theories and pedagogies thus framed: (1.) What theories and pedagogical practices about technology utilization in the classroom do public school teachers of Spanish espouse? (2.) What pedagogical practices integrating technology do teachers of Spanish demonstrate utilization of in their classrooms? Method : Data collection included interviews, observations of teaching and classroom context, reviews of lesson plans, explorations of technology environment, SWOT analyses. Analysis procedures included descriptions, cross-case synthesis, pattern matching (Tables 1, 2; Figure 1; Appendix D; LoTI Scale; Type I or II Computer Applications), co-construction of patterns. Outcomes : Both teachers integrated mainly old technology in effective constructivist or didactic instruction. Theories were congruent with demonstrated practice and tools used in technology impoverished one-computer classrooms. Both frequently used new technology for tasks unrelated to teaching. Both had attended training. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Educational technology. |
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|a Educational innovations. |
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|a Teaching |x Aids and devices. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001742/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/17/42/00001/LB1028_3_D53 2007_Diaz-ViciedoMariathm.jpg |
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|a Theses and Dissertations |
