Exploring technological literacy: Middle school teachers' perspectives

The No Child Left Behind (NCLB) Act of 2001 mandates that middle school students be technologically literate by the end of 8th grade, but teachers need more information on how to make this outcome a reality. This qualitative phenomenological study used a constructivist theoretical framework to inves...

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Main Author: Baker, Jane McEver
Format: Others
Language:en
Published: ScholarWorks 2008
Subjects:
Online Access:https://scholarworks.waldenu.edu/dissertations/651
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1650&context=dissertations
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spelling ndltd-waldenu.edu-oai-scholarworks.waldenu.edu-dissertations-16502019-10-30T01:13:31Z Exploring technological literacy: Middle school teachers' perspectives Baker, Jane McEver The No Child Left Behind (NCLB) Act of 2001 mandates that middle school students be technologically literate by the end of 8th grade, but teachers need more information on how to make this outcome a reality. This qualitative phenomenological study used a constructivist theoretical framework to investigate teachers' descriptions of technological literacy outcomes, instructional practice, and challenges influencing middle school student technological literacy. Twelve teachers at 1 public middle school in a large urban area of Georgia were interviewed. Data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. Teachers described technologically literate middle school students as able to perform basic computer skills and use those skills for research and problem-solving. Teachers' instructional practices included modeling and demonstration, hands-on practice, coaching, collaboration, and frequent assessment to achieve the outcome of student technological literacy. Challenges that can impede teachers' implementation of practices for technological literacy included lack of school support, equipment, time, and effective professional development. Recommendations to overcome challenges include increasing availability of equipment by providing better ways to schedule the computer laboratories and staff to monitor the equipment. Relevant up-to-date staff development and inclusion of technological literacy as a school goal were also suggested. This study may influence social change because it may help teachers improve practices to develop students' technological literacy skills necessary for successful employment in the 21 st century. 2008-01-01T08:00:00Z text application/pdf https://scholarworks.waldenu.edu/dissertations/651 https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1650&context=dissertations Walden Dissertations and Doctoral Studies en ScholarWorks instructional media design;elementary and middle and secondary education administration;secondary education and teaching Elementary and Middle and Secondary Education Administration Instructional Media Design Secondary Education and Teaching
collection NDLTD
language en
format Others
sources NDLTD
topic instructional media design;elementary and middle and secondary education administration;secondary education and teaching
Elementary and Middle and Secondary Education Administration
Instructional Media Design
Secondary Education and Teaching
spellingShingle instructional media design;elementary and middle and secondary education administration;secondary education and teaching
Elementary and Middle and Secondary Education Administration
Instructional Media Design
Secondary Education and Teaching
Baker, Jane McEver
Exploring technological literacy: Middle school teachers' perspectives
description The No Child Left Behind (NCLB) Act of 2001 mandates that middle school students be technologically literate by the end of 8th grade, but teachers need more information on how to make this outcome a reality. This qualitative phenomenological study used a constructivist theoretical framework to investigate teachers' descriptions of technological literacy outcomes, instructional practice, and challenges influencing middle school student technological literacy. Twelve teachers at 1 public middle school in a large urban area of Georgia were interviewed. Data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. Teachers described technologically literate middle school students as able to perform basic computer skills and use those skills for research and problem-solving. Teachers' instructional practices included modeling and demonstration, hands-on practice, coaching, collaboration, and frequent assessment to achieve the outcome of student technological literacy. Challenges that can impede teachers' implementation of practices for technological literacy included lack of school support, equipment, time, and effective professional development. Recommendations to overcome challenges include increasing availability of equipment by providing better ways to schedule the computer laboratories and staff to monitor the equipment. Relevant up-to-date staff development and inclusion of technological literacy as a school goal were also suggested. This study may influence social change because it may help teachers improve practices to develop students' technological literacy skills necessary for successful employment in the 21 st century.
author Baker, Jane McEver
author_facet Baker, Jane McEver
author_sort Baker, Jane McEver
title Exploring technological literacy: Middle school teachers' perspectives
title_short Exploring technological literacy: Middle school teachers' perspectives
title_full Exploring technological literacy: Middle school teachers' perspectives
title_fullStr Exploring technological literacy: Middle school teachers' perspectives
title_full_unstemmed Exploring technological literacy: Middle school teachers' perspectives
title_sort exploring technological literacy: middle school teachers' perspectives
publisher ScholarWorks
publishDate 2008
url https://scholarworks.waldenu.edu/dissertations/651
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1650&context=dissertations
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