A Case Study: The Relationship between Teaching Style and Attitudes and Teachers’ Responses to Support/Training in New Technology Tools
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Type of Work69 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email email@example.com.
SubjectsEducation -- Research papers (Graduate)
Teaching -- Aids and devices -- Research -- Case studies
Teachers -- Attitudes -- Research -- Case studies
Teachers -- Training of -- Research -- Case studies
The main purpose of this case study was to determine whether Lower School teachers at a private school in Baltimore, Maryland would continue to use a new technology tool in their instruction after receiving customized training and using the tool once in a lesson after instruction and with collaborative support. Twenty-two participants completed the entire study which took seven academic school weeks to complete. Participants completed a series of surveys, underwent training sessions about a new technology tool, and then were asked to use the technology tool in a lesson. Each participant received training on a specific technology tool that was selected based on the results about his/her use of and comfort with technology and teaching style. While participants’ perceptions of and reactions to the training sessions were positive, only six teachers continued to use the tech tool after their initial lesson and training. Reasons participants did not continue to use the tech tools varied, but the majority of participants felt that they did not have a need to use the tool and preferred other means of teaching content to their students.