Graduation Year

2010

Document Type

Dissertation

Degree

Ed.D.

Degree Granting Department

Educational Leadership and Policy Studies

Major Professor

Steven Permuth, Ed. D.

Co-Major Professor

Arthur Shapiro, Ph. D.

Committee Member

John Ferron, Ph. D.

Committee Member

Howard Johnston, Ph. D.

Keywords

leadership, self-regulated learning, technology in education, technology integration, one-to-one laptops

Abstract

This research described and analyzed teachers’ perceptions of technology as a

catalyst for stimulating classroom constructivist practices. The teachers were located at

multiple schools in one Florida county. The teachers were selected based on participation

in the Education through Dynamic Global Experiences (EDGE) program. This One-to-

One program provides one laptop for every classroom teacher and student.

The most frequent ideas in the literature fell into three sections. First is the need to

integrate technology as part of the curricula and use constructivism as a theoretical

framework for technology integration. The second relates to the best practices of

incorporating classroom technology driven by constructivist theory and Self-Regulated

Learning (SRL). The third describes one county’s EDGE program and related literature.

Two focus groups gathered information from teachers with various levels of

classroom and EDGE experience regarding perceptions of a One-to-One classroom.

Teachers were surveyed regarding perceptions of processes of using technology as a

catalyst for constructivist practices, changing teaching and learning, teaching style, and

curriculum content delivery.

Conclusion:

Data collected from teacher surveys and focus groups support the premise that

“Elementary teacher’s perceptions of technology as a catalyst for constructivist practices

in the classroom” is valid. This conclusion was demonstrated by evaluating teacher

perceptions, patterns of experiences, and the emergence of constructivist instructional

practices when technology is infused in the curriculum. The major recurring themes

supported a constructivist culture that was: collaborative and independent, receptive to

individuals and valued their relationships, replete with opportunities for distributed

leadership, interconnected with integrated technology, populated with highly engaged

and motivated individuals, self-sustaining, safe and nonjudgmental, vision driven, built

on authentic assessment and curriculum, and evolving at the speed of technology.

Implications follow:

1. Technology can be used as a catalyst for classroom constructivist practices

2. Teachers believe that technology supports increasing standardized test scores.

3. Training in constructivism promotes use of technology by teachers and speeds

changing teaching pedagogy into constructivist practices.

4. Teachers’ perceptions are important in changing pedagogy toward

constructivism.

5. School administration must support classroom technology and constructivist

teaching

6. Students and teachers can collaborate in designing, developing, and

implementing their learning experiences and students can actually take control of

their learning experiences.

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