dc.contributor.author	Imre, Rebecca Jones
dc.coverage.spatial	United States	en_US
dc.coverage.temporal	2010-2015	en_US
dc.date.accessioned	2015-06-04T14:48:21Z
dc.date.available	2015-06-04T14:48:21Z
dc.date.issued	2015-05
dc.identifier.uri	http://hdl.handle.net/10428/2004
dc.description.abstract	The experiences of teachers in using technology in the classroom vary widely from one individual to another due to a number of factors. By examining these experiences, more insight may be gained into the needs of teachers and students in integrating technology into education. Therefore, this study examined the experiences of three teachers in using technology in their classrooms. Case studies were completed focusing on three teachers: one at the elementary level, one at the middle grades level and one at the high school level. In each case, the teachers were observed and interviewed to collect data on their experiences in utilizing technology in their lesson plans. The study had numerous findings. Among them were: (a) the teachers desired and benefitted from support from both peers and administration in using technology successfully; (b) the teachers often had access to technology but inadequate training to use it properly and effectively; (c) the personal beliefs of the teachers influenced their use of technology in the classroom and their attitude toward technology use; and (d) the teachers often received little or no support in planning technology-rich lessons. Recommendations for future research and practical implications for school systems are also discussed.	en_US
dc.description.tableofcontents	I. INTRODUCTION 1 Statement of Problem 4 Purpose of Study 7 Research Questions 7 II. REVIEW OF LITERATURE 8 Teacher Belief Systems 8 Origins of Teacher Belief Theories 8 How Teacher Beliefs Affect Classroom Practice 10 Teacher Opinions, Attitudes and Beliefs 12 Teachers Beliefs About Technology Use 15 Measuring Attitude 15 Attitudes Influence Behavior 18 Determining Teacher Belief 21 Constructivist and Traditional Beliefs 21 Teacher Training 22 Factors That Change Teacher Behavior 22 General Constraints 23 Confidence 24 Technical Support 24 Pre-Service and In-Service 25 School Culture and Planning 26 III. METHODOLOGY 28 Introduction 28 Rationale for Case Study 28 Selection of Cases 30 Data Collection Methods 35 Observations 35 Interviews 36 Data Analysis Methods 37 Open Coding 37 Interviews 38 All Data 39 Limitations of the Study 39 Data Credibility 39 Data Triangulation 40 Member Checking 40 Study Bias 40 Personal Lens of Researcher 41 Limited Sample Size 41 Limited Participant Demographics 41 Limited Availability of Technology 41 IV. RESULTS 42 Results for Melissa 43 Background Information on Melissa 43 Background Information on Melissa's Environment 43 Observation Results for Melissa 45 Interview Results for Melissa 47 Peer Support 47 System Support 49 Personal Beliefs 51 Personal Experiences 52 Results for Julie 54 Background Information on Julie 54 Background Information on Julie's Environment 54 Observation Results for Julie 57 Interview Results for Julie 59 Peer Support 59 System Support 61 Personal Beliefs 65 Personal Experiences 65 Results for Susan 66 Background Information on Susan 66 Background Information on Susan's Environment 67 Observation Results for Susan 68 Interview Results for Susan 70 Peer Support 70 System Support 71 Personal Beliefs 72 Personal Experiences 73 V. CONCLUSIONS 76 Categories for Teacher Responses 77 Common Themes Among Teachers 78 Peer Support 78 System Support 81 Personal Beliefs 83 Personal Experiences 86 Overall Conclusions 87 Practical Implications 88 Recommendations 89 Conclusion 90	en_US
dc.language.iso	en_US	en_US
dc.subject	Education	en_US
dc.subject	Technology	en_US
dc.subject	Case Studies	en_US
dc.title	Virtual Reality: Case Studies of What It Is Like to Teach With Technology	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Education	en_US
dc.description.advisor	Leader, Lars F.
dc.description.committee	Fiester, Herbert
dc.description.committee	Hsiao, E-Ling
dc.description.committee	Wiley, Ellen
dc.description.degree	Ed.D	en_US
dc.description.major	Curriculum and Instruction	en_US