An Ethnographic-Case Study of Beliefs, Context Factors, and Practices of Teachers Integrating Technology

Authors

Julie Angers, Education ConsultantFollow
Krisanna L. Machtmes, Lousiana State UniversityFollow

Abstract

This ethnographic-case study explored the beliefs, context factors, and practices of three middle school exemplary teachers that led to a technology-enriched curriculum. Findings suggest that these middle school teachers believe technology is a tool that adds value to lessons and to students learning and motivation. Due to a personal interest in technology, these teachers are self-taught and apply for grants to acquire new hardware and software. They receive support for release time to continue with ongoing professional development, which has helped to change their teaching strategies from teacher-centered to student-centered. They are not afraid to take risk using trial and error, flexible planning, project-based lessons, varying roles, varying grouping, and providing multiple activities in their classroom practices.

Keywords

Technology Integration, Ethnographic-Case Study, Exemplary Teachers, Beliefs, Context Factors, and Practices

Publication Date

12-1-2005

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2005.1832

Recommended APA Citation

Angers, J., & Machtmes, K. L. (2005). An Ethnographic-Case Study of Beliefs, Context Factors, and Practices of Teachers Integrating Technology. The Qualitative Report, 10(4), 771-794. https://doi.org/10.46743/2160-3715/2005.1832