Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Patricia Grimes-Smith
Committee Member
Carolyn S.Buckenmaier
Committee Member
Maryellen Maher
Keywords
academic applications, academic classrooms, administrative vision, anecdotal evidence, assessment process, classroom applications, college preparatory school, computer workshops, computer-oriented programs, curriculum committee, curriculum evaluation, curriculum expansion, daily technology use, departmental meetings, educational technology, faculty development, faculty training, hands-on workshops, independent audit, independent college preparatory school, Intel Teach to the Future, integration of technology, international expert, Marco Polo, professional development, school year, standards for teacher competency, subject-specific activities, teacher competency, teacher attitudes, teacher resistance, technology applications, technology curriculum committee, technology education, technology integration, technology programs, technology standards, technology vision, technology-aware teaching, training courses, workshop-based learning
Abstract
This applied dissertation was designed to increase the integration of technology in the academic classrooms of an independent college preparatory school. Technology had been introduced to the faculty in a random manner. Some teachers embraced technology, some were accepting but unknowing, and some were vocally resistant. There was no plan to present an administrative vision to the faculty in order to support a framework for technology integration, to provide a professional development program, to establish standards for teacher competency, or to determine an assessment process. These are necessary components of a successful technology integration effort as defined by the research.
An international expert on technology integration exposed the faculty to practical academic applications through lecture and hands-on computer workshops. Faculty were educated in practical classroom applications at departmental meetings, which focused on grade-level and subject-specific technology activities. The faculty were involved in professional development with the Marco Polo corporation products and the Intel Teach to the Future training course. The researcher used preintervention and postintervention questionnaire results to measure the effectiveness of the applied dissertation. A technology curriculum committee was created to work throughout the school year to move the faculty toward the integration of technology in the classroom: researching existing technology programs, defining the vision of a potential technology integration, evaluating and expanding the curriculum, and promoting the daily use of technology.
The design of the applied dissertation was too dependent on anecdotal evidence rather than data, and changing administrative circumstances limited the effectiveness of the applied dissertation. At the end of the intervention, teachers generally were more aware of technology in the classroom, more curious, more receptive, and more likely to experiment with various technology applications. These observations were not supported by data but were in agreement with an independent audit requested by the new headmaster.