An exploratory study of first year elementary teachers' utilization of technology

An exploratory study of first year elementary teachers' utilization of technology

Bibliographic Details
Main Author: Kelceoglu, Ilknur
Language:English
Published: The Ohio State University / OhioLINK 2006
Subjects:
Teacher Education
Educational Technology
First Year Teaching with Technology
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=osu1164813945
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-osu11648139452021-08-03T05:51:49Z An exploratory study of first year elementary teachers' utilization of technology Kelceoglu, Ilknur Teacher Education Educational Technology First Year Teaching with Technology The purpose of this study was to understand how personal and institutional factors influence the ways first year elementary teachers utilize technology, specifically computers and the Internet, in their first years of teaching from an Activity Theory perspective. This study also addressed how first year elementary teachers’ personal and institutional factors are related to and interacts with each other in the context of first year teaching activity. The research data were collected via multiple data collection methods including participant observation, interviews, and document collections to understand the cases in their activity contexts and the meanings in those specific contexts. The data were collected for 14 weeks before the academic year ended in June, 2005. The data analysis was done according to the guidelines of Constructivist Grounded Theory as well as general qualitative data analysis guidelines suggested in the qualitative research literature. The findings suggest that first year teaching activity is a systemic whole in which all of the elements of the activity have connections and relationships through which the elements of the first year teaching activity are constructed, negotiated, and repositioned in the context of the activity. Therefore, the personal and institutional factors affecting first year elementary teachers’ utilization of technology are related to each other and influence each other in the context of first year teaching activity. The findings of this study have theoretical implications for Activity Theory as a framework for studying teacher education topics in their contexts as well as practical implications for preservice teacher education programs and teacher induction programs. The findings also suggest that further studies are needed for understanding the phenomenon in-depth. 2006-12-01 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1164813945 http://rave.ohiolink.edu/etdc/view?acc_num=osu1164813945 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic Teacher Education
Educational Technology
First Year Teaching with Technology
spellingShingle Teacher Education
Educational Technology
First Year Teaching with Technology
Kelceoglu, Ilknur
An exploratory study of first year elementary teachers' utilization of technology
author Kelceoglu, Ilknur
author_facet Kelceoglu, Ilknur
author_sort Kelceoglu, Ilknur
title An exploratory study of first year elementary teachers' utilization of technology
title_short An exploratory study of first year elementary teachers' utilization of technology
title_full An exploratory study of first year elementary teachers' utilization of technology
title_fullStr An exploratory study of first year elementary teachers' utilization of technology
title_full_unstemmed An exploratory study of first year elementary teachers' utilization of technology
title_sort exploratory study of first year elementary teachers' utilization of technology
publisher The Ohio State University / OhioLINK
publishDate 2006
url http://rave.ohiolink.edu/etdc/view?acc_num=osu1164813945
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