A Comparative Study of Teachers' Perceptions of Traditional Teaching and Teaching with Technology: Pre-Technology Era and Post-Technology Era

Autor/in	Simpson, Cynthia Lane
Titel	A Comparative Study of Teachers' Perceptions of Traditional Teaching and Teaching with Technology: Pre-Technology Era and Post-Technology Era
Quelle	(2013), (114 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Alabama
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-2710-7
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Teacher Attitudes; Conventional Instruction; Technology Uses in Education; Lecture Method; Discussion (Teaching Technique); Drills (Practice); Statistical Analysis; Teacher Surveys; Secondary School Teachers; High Schools; Correlation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Statistische Analyse; High school; Oberschule; Korrelation
Abstract	The purpose of this study was to analyze the perceptions of teachers about traditional teaching and teaching with technology in the classroom. The study focused primarily on teachers' perceptions about teaching strategies such as lecture, whole group discussion, drill and practice, and teaching with technology. The quantitative research design was utilized and data were generated from a survey given to certified teachers in two high schools. The data collected were analyzed using a t-test and Pearson Correlation test. The two tests were used to determine if there were significant differences in the perceptions of teachers regarding traditional teaching and teaching with technology in the classroom. The findings revealed no significant differences in the perceptions of the teachers across both schools about traditional teaching. The findings did reveal that there were significant findings in the perceptions of teachers across both schools about technology on the subscales of ability and comfort, and beliefs. Also, this study provides evidence that professional development and more technology are needed in the schools. The results of this study can help educators to focus on improving teaching strategies related to traditional teaching and technology integration that will benefit instruction and the learning process in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01