Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Paul Borthwick
Committee Member
Judith Stein
Committee Member
Maryellen Maher
Keywords
adult learning, basic computer operation and concepts, decision-making tools, educators, inservice teacher education, instructional staff, knowledge base for teaching, learning, Miami-Dade County Public School System, Miami-Dade County Public Schools, problem-solving tools, professional development, productivity communication and research tools, social, ethical, and human issues, staff development, teacher competencies, teacher education, teachers, technology, technology curriculum, technology integration, technology use, teaching, technology-enhanced instruction, training needs, utilization of technology
Abstract
During the 2001-2002 school year, only 39% of the staff at Pleasant Elementary School utilized technology to enhance instruction. There was an urgent need to investigate thoroughly why teachers were not utilizing technology to enhance instruction of their students and the relationship of technology between professional development and teachers.
The Miami-Dade County Public School System has a technology curriculum that all instructional staff are expected to follow. The curriculum requires teachers to ensure various objectives are taught. The objectives include basic computer operation and concepts; social, ethical, and human issues; the use of productivity communication and research tools; and the use of problem-solving and decision-making tools.
The purpose of this applied dissertation was to provide resources and staff development to staff members to increase the use of technology to enhance instruction. The Miami-Dade County Public Schools’ technology curriculum is introduced in kindergarten and extends through graduation from high school. It is imperative that educators learn to use technology. This will ensure that technology will be integrated appropriately and maximize learning and teaching.
One of the leading indicators for teachers not utilizing technology to enhance learning is their feeling of being inadequate for the challenge of using new technology in any fashion, not to mention the challenge of using technology to support curriculum standards based on lessons (McKenzie, 1999). Problems with software, hardware, and auxiliary equipment further discourage teachers from using technology.