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How to support technology use in the elementary classroom
Judith Minion (author)Bryan Hartman (Thesis advisor)University of Northern British Columbia (Degree granting institution)
Master of Education (MEd)
Number of pages in document: 125
A technology survey was conducted in a small British Columbia urban school district. The objective was to determine the districts' elementary teachers' support needs, beliefs, and technology adoption stage with regard to the integration of technology in their classrooms. From the data collected, I have provided an additional source of information that could enhance my district's future technology plans. Specifically, the data provide additional information on how the elementary teachers in the District believe the integration of technology can be supported in this District. Past research has found numerous interconnected factors that influence the level of integration of technology in today's classrooms. The analysis of the survey responses indicated that in this District elementary teachers most frequently identify their level of technology adoption at level 5 (adaptation to other contexts), recognize there is a need for a school-based technology support person, and that the teachers need to experiment with technology-enhanced curriculum before they are comfortable with it. The teachers have the technology skills and believe in its usefulness to foster student success however they lack the knowledge to integrate technology throughout the curriculum. The results from the survey suggest that future district technology plans incorporate professional development activities and support structures that recognize their elementary teachers' identified needs, beliefs, and present adoption level in order to encourage the integration of technology in the elementary curriculum.
Education -- Data processing -- Study and teaching (Elementary)Educational technology.Technological literacy.