Date of Graduation
College of Education and Human Services
Learning Sciences and Human Development
David L. McCrory.
This study investigated how K--12 teachers and interns in West Virginia University's Professional Development Schools (PDS) are using technology as a tool to enhance their students' education. The study addressed the use of technology as a classroom tool for research, communication, productivity, and problem-solving as outlined by the National Technology Standards for students. Eleven research questions framed this study. Comparisons across grade levels (elementary, middle, and high schools) and subject areas (English, mathematics, science, and social studies) were included. Descriptive and inferential statistics were used as quantitative research methods. The study involved 327 teachers and 102 intern students in these WVU PDS schools. Technology integration in these schools was measured using a survey given to teachers and interns. The results point to the following: (1) elementary school teachers use technology more often than other level teachers, (2) no significant differences were demonstrated in the way that teachers of different subjects or different grade levels integrate computers in the classroom as a classroom tool for research, communication, productivity, and problem-solving. The only significant difference was found with English teachers who used technology more often than mathematics teachers as a research tool, and (3) students use technology more often than the teachers.
Karayegen-Giraldo, Sabah, "K--12 teachers' technology integration in Benedum Collaborative professional development schools" (2004). Graduate Theses, Dissertations, and Problem Reports. 2632.