Technology Integration and Skills: Comparing the Perspectives of School Leaders and College of Education Faculty

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dc.contributor.advisorPierson, Melissa E.
dc.contributor.committeeMemberMcNeil, Sara G.
dc.contributor.committeeMemberMountain, Lee
dc.contributor.committeeMemberWatson, Margaret
dc.creatorBaldwin, Brian Boyd
dc.date.accessioned2016-02-15T03:42:26Z
dc.date.available2016-02-15T03:42:26Z
dc.date.createdDecember 2013
dc.date.issued2013-12
dc.date.updated2016-02-15T03:42:27Z
dc.description.abstractOver the past decade, many colleges and universities have worked to develop stronger models to emphasize technology integration in the classroom. To remain effective it is periodically necessary to ask Faculty and School Leaders what they perceive are technologically important skills of current and future classroom teachers. It is apparent that preservice teacher candidates will ultimately enter a professional teaching environment that is far different from previous generations, seeded with potential to supplement instruction with effective technology applications. Whether these new technologies are implemented in a sustainable integration effort will depend on the skills of teacher candidates entering the profession in conjunction with continued support after employment. This study was completed to address the surface level and latent attitudes, beliefs, and barriers to successful technology integration in the classroom. Faculty and School Leaders were compared for similarities and differences, and the relationships were explored both quantitatively and qualitatively for whole group and individual perspectives. Aspects of these comparisons have direct implications for technology integration in the classroom, as well for guiding continued training for preservice and inservice teachers.
dc.description.departmentCurriculum and Instruction, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657/1200
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectPre-service teachers
dc.subjectInservice teachers
dc.subjectTransparent technology
dc.subjectEmerging technology
dc.subjectTechnological Pedagogical Content Knowledge (TPACK)
dc.subjectPedagogical and Content Area Knowledge (PCK)
dc.subjectInformation and communication technology (ICT)
dc.subjectTechnology integration
dc.subjectICT-TPACK framework
dc.titleTechnology Integration and Skills: Comparing the Perspectives of School Leaders and College of Education Faculty
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentCurriculum and Instruction, Department of
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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