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dc.contributor.advisorRobinson, Rhonda S.en_US
dc.contributor.authorRose, Wynter J.en_US
dc.date.accessioned2021-07-27T15:44:31Z
dc.date.available2021-07-27T15:44:31Z
dc.date.issued2008
dc.identifier.urihttps://commons.lib.niu.edu/handle/10843/23754
dc.descriptionIncludes bibliographical references (pages [118]-125).en_US
dc.description.abstractThe purpose of this study was to describe the frequency of technology integration and how successfully the technology standards are met in K-8 classrooms among second- and third-year teachers who have recently graduated from programs following the ISTE technology standards and NCATE accreditation guidelines. Data were collected by survey, interview, document collection, and direct observation from second- and third-year K-8 teachers in a large Midwestern, metropolitan area. An emphasis on direct observation of beginning teachers resulted in a realistic assessment of whether teachers are successfully integrating technology and attempting to address the ISTE technology standards after graduating from a preservice program that has attempted to make improvements in the integration of technology. The collected data showed that very little technology was being utilized in the ten classrooms observed in the study. Comparing the observations in the classroom and lesson plans, which showed little or no technology integration, to the responses on the survey, which indicated a high frequency of technology use (70.5% positive responses), a disconnect became apparent. Based on this research, technology standards are not being emphasized enough in the preservice programs, NCATE accreditation guidelines may not be successfully being implemented, and many teachers are graduating unprepared to successfully integrate technology in their classroom. Implications for future research are also discussed.en_US
dc.format.extentvi, 162 pagesen_US
dc.language.isoengen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subject.lcshElementary school teachers--Illinoisen_US
dc.subject.lcshMiddle school teachers--Illinoisen_US
dc.subject.lcshEducational technology--Illinoisen_US
dc.titleStandards and technology integration among beginning K-8 teachersen_US
dc.type.genreDissertation/Thesisen_US
dc.typeTexten_US
dc.contributor.departmentDepartment of Educational Technology, Research and Assessmenten_US
dc.description.degreeEd.D. (Doctor of Education)en_US


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