Date of Award
Educational Administration and Policy Studies
Linda Brookhart, Ph.D.
Kent Seidel, Ph.D.
Calculators, Implementation, Innovation, Math, Technology, TI-Nspire
This research was designed to examine the implementation of a technology innovation in a content area from teachers’ point of view. Three classroom teachers who were involved in organized implementations of a technology innovation at the school level were asked to describe their implementations. They then were asked to review those implementations through four specific lenses that research indicates are important: school change, factors affecting implementation of technology innovations, technology in their content area, and examining their use of developers’ innovative improvements. Finally the classroom teachers were asked, as a summary technique, to talk about factors important to include in a written implementation plan.
Teachers’ responses to questions in a flowing conversation were searched for common themes, and excerpts of those conversations were placed in a table to facilitate the analysis of the concepts and ideas the teachers were trying to convey. The common themes that teachers talked about were: the limited time in a teacher’s day; implementing effective change in a classroom setting is a process that can take years; administrative support is secondary but important; professional development is critical and should be ongoing; technology in teaching and learning in the content area is essential; classroom practice improves because of technology implementation; and the innovative technology features used in the classroom depend on the content taught.
Copyright is held by the author. User is responsible for all copyright compliance.
Hibbs, Thomas Stovall, "Teachers' Perspectives About Implementing a Content-Specific Technology Innovation" (2010). Electronic Theses and Dissertations. 284.
Received from ProQuest
Thomas Stovall Hibbs
Educational administration, Educational technology, Teacher education