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High school early adopters of digital technology
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Gorman, Thomas A.. High school early adopters of digital technology. Retrieved from https://doi.org/doi:10.7282/T39023KH

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TitleHigh school early adopters of digital technology
NameGorman, Thomas A. (author); Bliss, James (chair); Firestone, William (internal member); Boling, Erica (outside member); Rutgers University; Graduate School of Education
Date Created2010
Other Date2010-10 (degree)
SubjectEducational Administration and Supervision, Educational technology, Teaching--Aids and devices, Teaching--Methodology, High school teaching
Extentviii, 157 p. : ill.
DescriptionAlthough the number of studies was growing, there was little qualitative research investigating the issue of how classroom teachers were integrating technology for educational purposes. With all the money spent on technology in education, there had not been many studies attempting to determine how teachers were using it in classroom lessons. The findings of this study will contribute to the literature on technological integration to promote content learning. A qualitative case study design was used to examine how teachers in advanced technology high schools were integrating digital technology into classrooms. A preliminary screening survey identified the three technology advanced high schools in a defined geographical region. Three early adopter teachers in each of these schools were interviewed, observed in classrooms, and asked to provide documents regarding their lessons and student products. By closely examining and describing the teachers’ uses of specific technology applications, recurring themes shed light on the use of technology in advanced technology public high school settings. The findings highlighted teacher technology use and some best practices by the early adopters in high schools and provided significant insight into the three interactive domains that must be balanced: teacher, project, and school. The factors that influenced teachers to adopt technology were categorized into school and global forces. The teachers reported using multimedia to communicate and engage the students. They used more of a constructivist approach to extend their students’ learning experience and used the power of the Internet to continue class discussions and enhance their lessons beyond the classroom. In the end, the teachers perceived the benefits of technology use greatly outweighed any frustrations they experienced. This case study can serve as a model for how teachers and administrators may incorporate technology into their classrooms. Technology offered many benefits to teachers and students, yet few qualitative studies support this and demonstrate how technology’s integration had been successfully and meaningfully accomplished. This study provides insight and knowledge regarding how teachers and administrators may successfully integrate technology and assist in replicating the success in other schools and classrooms.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Thomas A. Gorman
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T39023KH
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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