File Download
 
 
Supplementary

Postgraduate Thesis: A study of teachers' private theories and levels of pedagogical technology integration
  • Basic View
  • Metadata View
  • XML View
TitleA study of teachers' private theories and levels of pedagogical technology integration
 
AuthorsRahman, Saeed.
 
Issue Date2011
 
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
 
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.
 
DegreeMaster of Science in Information Technology in Education
 
SubjectTeachers - Training of - China - Hong Kong.
Educational technology - China - Hong Kong.
 
Dept/ProgramEducation
 
DC FieldValue
dc.contributor.authorRahman, Saeed.
 
dc.date.hkucongregation2012
 
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.description.naturepublished_or_final_version
 
dc.description.thesisdisciplineEducation
 
dc.description.thesislevelmaster's
 
dc.description.thesisnameMaster of Science in Information Technology in Education
 
dc.identifier.hkulb4746960
 
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
 
<?xml encoding="utf-8" version="1.0"?>
<item><contributor.author>Rahman, Saeed.</contributor.author>
<date.issued>2011</date.issued>
<description.abstract>&#65279;This qualitative study investigated the extent of Teachers&#8217; 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.</description.abstract>
<language>eng</language>
<publisher>The University of Hong Kong (Pokfulam, Hong Kong)</publisher>
<relation.ispartof>HKU Theses Online (HKUTO)</relation.ispartof>
<rights>The author retains all proprietary rights, (such as patent rights) and the right to use in future works.</rights>
<rights>Creative Commons: Attribution 3.0 Hong Kong License</rights>
<source.uri>http://hub.hku.hk/bib/B47469602</source.uri>
<subject.lcsh>Teachers - Training of - China - Hong Kong.</subject.lcsh>
<subject.lcsh>Educational technology - China - Hong Kong.</subject.lcsh>
<title>A study of teachers&apos; private theories and levels of pedagogical technology integration</title>
<type>PG_Thesis</type>
<identifier.hkul>b4746960</identifier.hkul>
<description.thesisname>Master of Science in Information Technology in Education</description.thesisname>
<description.thesislevel>master&apos;s</description.thesislevel>
<description.thesisdiscipline>Education</description.thesisdiscipline>
<description.nature>published_or_final_version</description.nature>
<date.hkucongregation>2012</date.hkucongregation>
<bitstream.url>http://hub.hku.hk/bitstream/10722/174399/1/FullText.pdf</bitstream.url>
</item>