{"id":2619,"date":"2022-04-11T11:04:46","date_gmt":"2022-04-11T15:04:46","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=2619"},"modified":"2022-04-11T11:04:46","modified_gmt":"2022-04-11T15:04:46","slug":"2619","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/2619","title":{"rendered":""},"content":{"rendered":"\n<p>Braxton, P. H., III. (2016).&nbsp;<em>Elementary teachers&#8217; use of technology for student instruction: Barriers and strategies&nbsp;<\/em>(Doctoral dissertation). Available from ProQuest Dissertations &amp; Theses Global database. (UMI No. 10249970).<\/p>\n\n\n\n<p>Abstract: <\/p>\n\n\n\n<p>\u201cThe purpose\u00a0of\u00a0this research was to explore what is delaying the full adoption\u00a0of\u00a0technology\u00a0as an instructional tool in education. Phase I\u00a0of\u00a0this mixed-methods study employed the\u00a0use\u00a0of\u00a0a survey with upper\u00a0elementary\u00a0school\u00a0teachers\u00a0in a large urban school district in South Florida to establish an understanding\u00a0of strategies\u00a0elementary\u00a0school\u00a0teachers\u00a0apply in overcoming intrinsic and extrinsic\u00a0barriers\u00a0while exploring their beliefs, attitudes and concerns about adopting\u00a0technology\u00a0for\u00a0instructional purposes. Using the Technological Pedagogical Content Knowledge (TPACK) theoretical framework (Mishra &amp; Koehler, 2006), this study explored the types\u00a0of\u00a0barriers\u00a0most obstructive in\u00a0teachers\u2019 efforts to implement\u00a0technology\u00a0and identified\u00a0strategies\u00a0applied by\u00a0teachers\u00a0effectively using\u00a0technology. Survey participants self-identified as high or low users\u00a0of\u00a0technology\u00a0and analyses revealed a significant difference in their attitudes, values and beliefs and their\u00a0use\u00a0of\u00a0strategies\u00a0in overcoming\u00a0barriers\u00a0in\u00a0technology\u00a0use. No significant difference was found in the extrinsic\u00a0barriers\u00a0to\u00a0technology\u00a0use\u00a0which must be addressed. Phase II\u00a0of\u00a0the study included three focus groups from the same sample group, exploring the phenomena\u00a0of\u00a0adopting\u00a0technology. The themes emerged focused on the need\u00a0for\u00a0professional development, the need\u00a0for\u00a0increased technical and administrative support and the need\u00a0for\u00a0more updated equipment (software and hardware). This research effectively captured the concerns and opinions\u00a0of\u00a0both high and low\u00a0technology\u00a0users and provided insight into how educational institutions might better prepare educators to more efficiently align\u00a0instruction\u00a0with the\u00a0use\u00a0of\u00a0technology.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Braxton, P. H., III. (2016).&nbsp;Elementary teachers&#8217; use of technology for student instruction: Barriers and strategies&nbsp;(Doctoral dissertation). Available from ProQuest Dissertations &amp; Theses Global database. (UMI No. 10249970). Abstract: \u201cThe purpose\u00a0of\u00a0this research was to explore what is delaying the full adoption\u00a0of\u00a0technology\u00a0as an instructional tool in education. Phase I\u00a0of\u00a0this mixed-methods study employed&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/2619\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7],"tags":[48,519,546,572,580,1242],"coauthors":[2301],"class_list":["post-2619","post","type-post","status-publish","format-standard","hentry","category-dissertation","tag-florida","tag-instructional-planning","tag-learning-tool","tag-elementary","tag-urban","tag-technology-use","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2619","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=2619"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2619\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=2619"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=2619"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=2619"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=2619"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}