| Title | A study of teachers' private theories and levels of pedagogical technology integration |
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| Authors | Rahman, Saeed. |
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| Issue Date | 2011 |
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| Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
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| 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. |
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| Degree | Master of Science in Information Technology in Education |
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| Subject | Teachers - Training of - China - Hong Kong.
Educational technology - China - Hong Kong. |
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| Dept/Program | Education |
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| DC Field | Value |
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| dc.contributor.author | Rahman, Saeed. |
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| dc.date.hkucongregation | 2012 |
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| dc.date.issued | 2011 |
|---|
| dc.description.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. |
|---|
| dc.description.nature | published_or_final_version |
|---|
| dc.description.thesisdiscipline | Education |
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| dc.description.thesislevel | master's |
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| dc.description.thesisname | Master of Science in Information Technology in Education |
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| dc.identifier.hkul | b4746960 |
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| dc.language | eng |
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| dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
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| dc.relation.ispartof | HKU Theses Online (HKUTO) |
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| dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. |
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| dc.rights | Creative Commons: Attribution 3.0 Hong Kong License |
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| dc.source.uri | http://hub.hku.hk/bib/B47469602 |
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| dc.subject.lcsh | Teachers - Training of - China - Hong Kong. |
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| dc.subject.lcsh | Educational technology - China - Hong Kong. |
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| dc.title | A study of teachers' private theories and levels of pedagogical technology integration |
|---|
| dc.type | PG_Thesis |
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