Are teacher preparation programs preparing our future teachers to operate in a technology rich classroom environment?
phenomenological. Researcher will be viewing subjects' responses to the phenomenon of a technology rich classroom environment in order to assess: are they prepared, are they not prepared? Three subjects from three different teacher preparation programs will be observed.
The study is outlined as follows:
Today's classrooms are utilizing more heavily than ever a technology rich environment, yet it is unclear whether teacher preparation programs are preparing future teachers to operate in such environments.
Are teacher preparation programs preparing our future teachers to operate in a technology rich classroom environment? What can the reaction of new teachers in such environments tell us about the preparation training currently being given?
Purpose Statement: The purpose of this study is to observe new teachers in technology rich classroom environments to see what their reactions are (whether they appear to be prepared to utilize the offerings of such environment or not).
Significance of Study: This study will shed light on the efficiency of teaching preparation programs regarding new teachers' preparedness for technology rich classroom environments. The outcome of this study may be useful in informing future prep class organizers on the current state of teacher preparedness, allowing them to adjust their program orientation if needed.
Definition of Terms: Terms are defined for the purpose of this study.
Limitations of Study: The limitations of a phenomenological approach are that it can only provide qualitative analysis, not quantitative. Some researchers believe that empirical science requires empirical data (results). While this researcher believes that qualitative assessments are (at the very least) as equally useful to research as quantitative assessments, it is understood that such a view is not unanimous.
This study is also limited in terms of scope and sample size. The nature of a phenomenological study is such that it allows a maximum scrutiny of a minimum base. Conclusions may be drawn about that base, but whether they can be applied to a "whole" is subject to debate.
Assumptions: While it is not assumed that the five subjects are representative of the products of teaching prep programs as a whole, across the nation, it is assumed that a general idea of the state of teaching prep programs can be assessed from the phenomenological study of these three subjects.
Chapter 2 -- Literature Review
Literature Review Collection Procedure: Keyword searches gathered from selected reading are used to generate search results to develop both a broader and more in-depth understanding of the relevant literature related to this area. Brush, Saye's (2009) study titled "Strategies for Preparing Preservice Social Studies Teachers to Integrate Technology Effectively" in Contemporary Issues in Technology and Social Studies Teacher Education 9(1) is...
Next the literature is related to this study's research questions. The section is concluded with a discussion of current selection processes, recommended selection processes and a summary.
Chapter 3 -- Methodology
This study uses a phenomenological approach to discover the current "state" of new teacher preparedness for technology rich classroom environments. The researcher selects three new teachers to observe. These teachers are randomly but "selectively" chosen from a pool of personal contacts that the researcher has among various programs and schools across the country. The purpose of the observation is to identify levels of resistance and/or acceptance of new technology and to intuit whether these reactions are due to a dearth of training, sufficient training, personal inclination, or other. The observations are accompanied by in-depth interviews with the three subjects, during which the researcher characterizes the personality of the subject, background, degree of teacher training, etc., and uses it to create a composite picture of the subject. Based on these composites, the researcher develops a conclusion regarding the research questions.
The interviews are conducted over the space of one month following the new teachers' initiation into the classroom setting.
Data Collection Method: Observation and Interviews with Participants
Questionnaire: What was your reaction to the classroom environment?
Were you prepared? Did you expect it?
Was this environment anticipated in your teaching prep program?
When you were hired for this position were you made aware of the classroom environment in which you would be teaching?
How much experience have you had with technology rich classrooms?
Would you describe yourself as a technologically-inclined person?
Do you think technology rich classrooms are helpful to the teaching method to which you ascribe?
Why This Approach: This section will explain why a phenomenological approach is best suited for this study. It is believed that by immersing himself in the environment and observing the subject, the researcher will be positioned to intuit a deeper understanding of the question, problem and solution.
This section will conclude with a description of the data source rights of the participants as well as any legal issues that may pertain to the study (none are anticipated).
Chapter 4 -- Results
Results are expected to illustrate a range of responses. It…
Education Literature Review Whenever the disturbing news of yet another school shooting shatters the adolescence of innocent teenagers, the national media, concerned parents and strained educators alike once again focus their collective attention on the epidemic of bullying which is crippling American schools. In the wake of the Columbine High School massacre which claimed 13 lives and the 2007 Virginia Tech shootings that killed 32 students and faculty, recent tragedies like
Abstract This paper analyzes the case of Seung-Hui Cho, who killed dozens at Virginia Tech in 2007. The paper examines Cho’s background, his mental illness, the way in which reports of the investigation and incident were changed to hide the inept responses of administrators and police. The paper also examines changes that were made to protocol following the massacre and discusses lessons that can be learned from this incident and how
Voices from the trenches: The transfer of teaching and leadership skills from the military environment as veterans enter the teaching profession that affect grit and resilience in underrepresented male students.The need for interdisciplinary team work is increasing as a result of a number of factors, including the association of professional development with collegiality (Sandholtz, 2000). By transferring teaching and leadership skills from the military environment to the educational environment, a
Millennial and the new Gen Z This research involves a comparison between the Millennial and Gen Z. generations. Other research topics include the distinctions between communication and technology, an evaluation of online communication among Millennial Colleges in the modern world as well as the adjustments required in order for them to communicate with people of Gen Z, to maintain their competitiveness in the field of virtual higher education. Another issue that
Teachers at all levels need to be able to expand their understanding and use through professional development and grant opportunities, as well as be given time to attend trainings and conferences. They need to be encouraged to assume a leadership role and be asked to share their ideas about instruction with their peers at educational meetings and state conferences. When teachers have a positive attitude and believe technology is
In 1990, Africa had 2% of the world's telephones, but in 2000 it had only 0.8%. (These data, taken from International Telecommunications Union tables, represent fixed lines, not wireless, and there are now more mobile telephone subscribers in Africa than fixed-line subscribers. 3 Nevertheless, with about 12% of the world's population, Africa is far behind in per capita telephone subscribers.) (Hundley, Anderson, Bikson & Neu, 2003, p. 126) More specifically, even