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The integration of digital media technology to support classroom-based common core instruction

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TitleInfo
Title
The integration of digital media technology to support classroom-based common core instruction
Name (type = personal)
NamePart (type = family)
Heimlich
NamePart (type = given)
Laura
NamePart (type = date)
1977-
DisplayForm
Laura Heimlich
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Petronko
NamePart (type = given)
Michael
DisplayForm
Michael Petronko
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
DiDomenico
NamePart (type = given)
Doreen
DisplayForm
Doreen DiDomenico
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
co-chair
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2015
DateOther (qualifier = exact); (type = degree)
2015-05
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Digital media technology has immense instructional potential when integrated effectively into classroom-based learning activities. The practice of utilizing digital media to support instruction is consistent with the Universal Design for Learning paradigm to ensure access to the curriculum for all learners. This pedagogical practice is also consistent with principles of positive behavior support derived from ecological systems and learning theory and has the potential to facilitate positive outcome-based measures of achievement and adaptive behavior in a diverse student population. The Common Core Digital Media Index (CCDMI) is a website designed during this study to provide educators user-friendly access to digital media resources. Current practices and perceptions of teachers and behavioral consultants were explored with respect to digital media facilitated Common Core instruction and the potential utility of the CCDMI for its intended purpose. Study participants were surveyed with a pilot tested instrument and quantitative analyses were performed to examine trends in current perceptions and practices. Findings indicate high levels of personal time used to identify instructional resources as the most significant variable associated with positive perceptions of the utility of the CCDMI. Teachers that perceive digital media to be useful in supporting student engagement, motivation to learn and on-task behavior are significantly more likely to perceive the CCDMI to be useful for its intended purpose. Additional significant relationships were observed between restrictiveness of educational environment and endorsements indicating digital media as useful in supporting instruction. Based upon these findings, training and practice recommendations were made for teachers and behavioral consultants. Training recommendations highlighted professional development opportunities and access to time and resources to support digital media facilitated instruction. Practice recommendations underscored the potential for digital media to function as a clinically powerful antecedent variable as well as a reinforcer to support student behavior that facilitates learning. The intentions of this dissertation are to inform best practices in education and school psychology, to provide information to improve professional development opportunities for teachers and behavioral consultants and ultimately to support universally designed learning and behavioral outcomes associated with the adaptive functioning of diverse learners.
Subject (authority = RUETD)
Topic
School Psychology
Subject (authority = ETD-LCSH)
Topic
Common Core State Standards (Education)
Subject (authority = ETD-LCSH)
Topic
Media programs (Education)
Subject (authority = ETD-LCSH)
Topic
Interactive multimedia
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_6481
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (xiii, 15 p. : ill.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Laura Heimlich
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3V989WC
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Heimlich
GivenName
Laura
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2015-04-29 23:15:00
AssociatedEntity
Name
Laura Heimlich
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2015-05-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2016-05-30
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after May 30th, 2016.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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ContentModel
ETD
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windows xp
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