Opinion and Practice in a Tech-Successful Elementary School: The 21st Century Classroom
| dc.contributor.advisor | Marx, Ronald | en_US |
| dc.contributor.author | Bauland, David | |
| dc.creator | Bauland, David | en_US |
| dc.date.accessioned | 2013-02-06T19:45:08Z | |
| dc.date.available | 2013-02-06T19:45:08Z | |
| dc.date.issued | 2012 | |
| dc.identifier.uri | http://hdl.handle.net/10150/268535 | |
| dc.description.abstract | Web-based connectivity technologies have changed the very nature of learning and inquiry. Technology-integrated 21st century classrooms require that teachers adopt new roles, shifting toward critical thinking, collaboration, creativity and communication. This study examined teachers' opinions regarding integration of web based teaching tools into K-5 classrooms. Data were gathered through teacher interviews, collecting examples of websites used by teachers, recognizing common themes in successful technology integration, identifying benefits of technology integration for students, and clarifying professional development that teachers considered most beneficial. The sample was drawn from a Tucson, Arizona elementary school. Teachers' comments reflected a culture of strong support for technology integration with 21st century learning goals, and the need for more effective tools designed to help them search for and integrate web-based resources and share their successes or challenges with other teachers through digital learning communities or collaborative online professional development platforms. | |
| dc.language.iso | en | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | Integration | en_US |
| dc.subject | Internet | en_US |
| dc.subject | Professional Development | en_US |
| dc.subject | Technology | en_US |
| dc.subject | Educational Psychology | en_US |
| dc.subject | 21st Century | en_US |
| dc.subject | Cloud Computing | en_US |
| dc.title | Opinion and Practice in a Tech-Successful Elementary School: The 21st Century Classroom | en_US |
| dc.type | text | en_US |
| dc.type | Electronic Thesis | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.contributor.committeemember | Legg Burross, Heidi | en_US |
| dc.contributor.committeemember | Brent, Wayne | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Educational Psychology | en_US |
| thesis.degree.name | M.Ed. | en_US |
| refterms.dateFOA | 2018-06-23T13:07:06Z | |
| html.description.abstract | Web-based connectivity technologies have changed the very nature of learning and inquiry. Technology-integrated 21st century classrooms require that teachers adopt new roles, shifting toward critical thinking, collaboration, creativity and communication. This study examined teachers' opinions regarding integration of web based teaching tools into K-5 classrooms. Data were gathered through teacher interviews, collecting examples of websites used by teachers, recognizing common themes in successful technology integration, identifying benefits of technology integration for students, and clarifying professional development that teachers considered most beneficial. The sample was drawn from a Tucson, Arizona elementary school. Teachers' comments reflected a culture of strong support for technology integration with 21st century learning goals, and the need for more effective tools designed to help them search for and integrate web-based resources and share their successes or challenges with other teachers through digital learning communities or collaborative online professional development platforms. |
