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The impact of professional development through a graduate course on multimedia technology on teachers’ beliefs about multimedia and their implementation of multimedia into their teaching practice, including to meet the Common Core state standards

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TitleInfo
Title
The impact of professional development through a graduate course on multimedia technology on teachers’ beliefs about multimedia and their implementation of multimedia into their teaching practice, including to meet the Common Core state standards
Name (type = personal)
NamePart (type = family)
Hough
NamePart (type = given)
Marianthony K.
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Marianthony K. Hough
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author
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Boling
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Erica C.
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Erica C. Boling
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Advisory Committee
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chair
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Rutgers University
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degree grantor
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Graduate School of Education
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theses
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2019
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2019-05
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2019
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English
Abstract
The purpose of this study was to help determine teachers’ beliefs about multimedia and its relationship to literacy and the literacy standards of the Common Core State Standards (CCSS). It looks at how four teachers’ professional development experiences through an online graduate course at Rutgers University called “Web-Based Multimedia Design for Educators” influenced their beliefs about multimedia and their own efficacy to infuse multimedia into their lessons to meet state and local standards. The questions which guided this study were:
1) What beliefs do teachers have regarding multimedia and literacy?
2) How does teacher professional development in a graduate course on web-based multimedia instruction impact the way they think about multimedia and its purpose in classroom instruction?
a. How does what the teachers learn about multimedia influence their efficacy to infuse multimedia into their lessons?
b. How does what they learn influence their view of how multimedia can be interpreted and articulated to meet the Common Core State Standards?
This study was informed by the research related to multimedia, literacy, teacher beliefs, and teacher professional development. The Technology Acceptance Model (Davis, 1989; 1993) was also utilized to inform the analysis of data and to determine the multiple factors that could potentially impact the teachers’ acceptance or rejection of multimedia technology into their instruction. The findings of this research study demonstrated that studying teachers’ beliefs can provide insight into teachers’ rationale for utilizing or rejecting the use of multimedia technology.
The Technology Acceptance Model provided a useful analytic lens through which to identify intrinsic factors that affected teachers’ use of multimedia technology, such as their beliefs about multimedia technology and their feelings of self-efficacy to use multimedia in their instruction. It also helped to identify external factors that impacted their beliefs and usage of multimedia technology, such as the state mandated Common Core State Standards; their professional development; their access to resources; and pressures from schools leaders and curriculum requirements. Though the teachers did not define or utilize multimedia technology in the same way, they did feel it benefited students’ learning and engagement and their ability to enhance students’ literacy skills.
Subject (authority = local)
Topic
Multimedia
Subject (authority = RUETD)
Topic
Literacy Education
Subject (authority = ETD-LCSH)
Topic
Common Core State Standards (Education)
Subject (authority = ETD-LCSH)
Topic
Literacy -- Interactive multimedia
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Rutgers University Electronic Theses and Dissertations
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ETD_9858
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1 online resource (vi, 123 pages) : illustrations
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Ed.D.
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Includes bibliographical references
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Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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Identifier (type = doi)
doi:10.7282/t3-rjz2-9016
Genre (authority = ExL-Esploro)
ETD doctoral
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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
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Hough
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Marianthony K.
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Permission or license
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2019-04-12 22:29:26
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Marianthony K. Hough
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Rutgers University. Graduate School of Education
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Author Agreement License
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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.
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Copyright protected
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Open
Reason
Permission or license
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