Theses and Dissertations @ UNI

Availability

Open Access Dissertation

Abstract

The purpose of this qualitative study was to determine those factors that influenced the implementation of a technology-based project (Integrating New Technologies Into Methods of Education [INTIME]) as well as its overall impact on the professional practice of participating methods professors who used it in their classroom over a number of semesters. Based on recent findings according to which teacher preparation programs lack the proper use of computer technology (CT), it is expected that beginning teachers who have recently graduated college do not master the necessary technological skills to educate their own students for a prospective life in a technology-driven society. The main focus of the researcher was to assess the impact of INTIME on the professional practice of the participating the faculty members, based on their self-reflections on the project-induced change process. The approach in determining what worked and what could be improved in their continued use of this particular CT applications in college classrooms was designed to group in-depth interviews findings in terms of facilitators and hindering factors in the implementation of the INTIME online video vignettes. Inductive data analysis revealed that the most frequent hindrances in implementing INTIME in college methods classes were technical problems, time demands, and scheduling. The main facilitating factors that rendered the whole INTIME experience beneficial were the rich content and versatile format of the project-created Web site. In other words, while the former provided its users with a rich collection of online video vignettes featuring classroom teachers at all grade levels and in all content areas, the latter accommodated the different learning styles of the users. Therefore, in most cases, INTIME proved to be a valuable resource that could meet the various learning needs and interests of the audiences. Overall, the impact of the project on the professional practice of the participants translated into increased awareness and knowledge of the various instructional technologies as well as of ways to incorporate them into the classroom.

Year of Submission

2002

Degree Name

Doctor of Education

Department

Department of Curriculum and Instruction

First Advisor

William Callahan. Committee Chair

Date Original

12-2002

Object Description

1 PDF file (iii, 98 pages)

Language

EN

File Format

application/pdf

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