The relationship between professional development and the implementation of 1:1 technology in the middle school classroom

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dc.contributor.advisor Quick, Marilynn M.
dc.contributor.author Glaze, Ryan
dc.date.accessioned 2018-12-06T16:58:27Z
dc.date.available 2018-12-06T16:58:27Z
dc.date.issued 2018-12-15
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/201486
dc.description.abstract This has presented a comprehensive overview of how professional development related to implementation of 1:1 technology in the middle school classroom. The evidence from this study suggested that teacher perceptions of technology use and comfort level with technology result in deeper levels of technology implementation. Teacher dispositions in regard to 1:1 implementation result in higher levels of collaboration with technology specialists and positive or negative feelings about professional development. Additional evidence from the study suggests changes in student engagement and learner capacity as a result of 1:1 implementation. Specific timing of professional development before implementation or during implementation has no relationship to level of technology integration. Finally, the sample identified low levels of technology integration from classroom observations resulting in stagnant student achievement scores. en_US
dc.description.sponsorship Department of Educational Leadership
dc.subject.lcsh Middle school teachers -- In-service training -- Indiana.
dc.subject.lcsh Educational technology -- Indiana.
dc.subject.lcsh Academic achievement -- Indiana.
dc.title The relationship between professional development and the implementation of 1:1 technology in the middle school classroom en_US
dc.title.alternative Relationship between PD and 1:1 en_US
dc.description.degree Thesis (D. Ed.) en_US


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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