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postgraduate thesis: A study of teachers' private theories and levels of pedagogical technology integration

TitleA study of teachers' private theories and levels of pedagogical technology integration
Authors
Issue Date2011
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Abstract
This qualitative study investigated the extent of Teachers’ Private Theories on the level of instructional technology integration within a Hong Kong international school. Such private theories develop as a result of personal and pedagogical experiences influencing how teachers think, manage their classrooms and make decisions, essentially acting as a foundation for instructional decision-making practices. The participants within this study consisted of three teachers with various degrees of experience. Lesson observations and interviews were conducted, and an intervention measure in the form of Moodle, a course management system, was introduced to enhance existing pedagogical practice and provide an opportunity for the teachers to facilitate a higher level of technology integration; something that is generally attributed to a strong focus on student centered pedagogy. Private theories were categorized into six key areas - student learning, management, assessment, teaching, technology and support. Results from the study indicated that intervention measures used to facilitate higher-levels of technology integration for teachers who already focus on student-centered pedagogy, do not result in any noticeable transformation of their private theories. Instead, teachers develop a deeper cognitive understanding of the intervention, and begin to question how they can modify existing teaching and learning practices. Teachers that participate in comprehensive school wide technology programs need continuous support to ensure they achieve higher-levels of technology integration, and continue to develop student-centered pedagogy.
DegreeMaster of Science in Information Technology in Education
SubjectTeachers - Training of - China - Hong Kong.
Educational technology - China - Hong Kong.
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorRahman, Saeed.-
dc.date.issued2011-
dc.description.abstractThis qualitative study investigated the extent of Teachers’ Private Theories on the level of instructional technology integration within a Hong Kong international school. Such private theories develop as a result of personal and pedagogical experiences influencing how teachers think, manage their classrooms and make decisions, essentially acting as a foundation for instructional decision-making practices. The participants within this study consisted of three teachers with various degrees of experience. Lesson observations and interviews were conducted, and an intervention measure in the form of Moodle, a course management system, was introduced to enhance existing pedagogical practice and provide an opportunity for the teachers to facilitate a higher level of technology integration; something that is generally attributed to a strong focus on student centered pedagogy. Private theories were categorized into six key areas - student learning, management, assessment, teaching, technology and support. Results from the study indicated that intervention measures used to facilitate higher-levels of technology integration for teachers who already focus on student-centered pedagogy, do not result in any noticeable transformation of their private theories. Instead, teachers develop a deeper cognitive understanding of the intervention, and begin to question how they can modify existing teaching and learning practices. Teachers that participate in comprehensive school wide technology programs need continuous support to ensure they achieve higher-levels of technology integration, and continue to develop student-centered pedagogy.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B47469602-
dc.subject.lcshTeachers - Training of - China - Hong Kong.-
dc.subject.lcshEducational technology - China - Hong Kong.-
dc.titleA study of teachers' private theories and levels of pedagogical technology integration-
dc.typePG_Thesis-
dc.identifier.hkulb4746960-
dc.description.thesisnameMaster of Science in Information Technology in Education-
dc.description.thesislevelmaster's-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.date.hkucongregation2012-

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