Open AccessAn Ethnographic-Case Study of Beliefs, Context Factors, and Practices of Teachers Integrating Technology
Author(s) -
Julie Angers,
Krisanna Machtmes
Publication year - 2015
Publication title -
the qualitative report
Language(s) - English
Resource type - Journals
ISSN - 2160-3715
DOI - 10.46743/2160-3715/2005.1832
Subject(s) - ethnography , context (archaeology) , curriculum , professional development , pedagogy , value (mathematics) , psychology , faculty development , mathematics education , sociology , computer science , paleontology , anthropology , biology , machine learning
This ethnographic-case study explored the beliefs, context factors, and practices of three middle school exemplary teachers that led to a technology-enriched curriculum. Findings suggest that these middle school teachers believe technology is a tool that adds value to lessons and to students learning and motivation. Due to a personal interest in technology, these teachers are self-taught and apply for grants to acquire new hardware and software. They receive support for release time to continue with ongoing professional development, which has helped to change their teaching strategies from teacher-centered to student-centered. They are not afraid to take risk using trial and error, flexible planning, project-based lessons, varying roles, varying grouping, and providing multiple activities in their classroom practices.