Award Date

1-1-2007

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum and Instruction

First Committee Member

Kendall Hartley

Number of Pages

203

Abstract

The purpose of this study was to determine the effect recent technology integration was having on teaching in the Church Education System (CES). Specifically, this study sought to identify (a) different configurations of technology use; (b) different forms and processes of support; and (c) examine the relationships between the two. Education change theory, particularly the Concerns-Based Adoption Model, was used to guide the research. An Innovation Configuration (IC) Map was developed and used to collect data. Three configurations of use were identified: Independent---teachers who proactively learned technology on their own and implement it well; Interdependent---teachers who are fairly new to technology and are anxious to learn but are limited by time and knowledge; and Codependent---teachers who are intimidated by technology, have limited knowledge, and rely completely on others for help; Some of the different forms and processes of support CES teachers received were: Self-taught---nearly every teacher has learned how to use technology on their own; Help from colleagues---most teachers had someone they could go to for help and many of them use each other to learn; and CES Help Desk---one group found it to be helpful. There was no ongoing formal professional development program; The relationships between configurations of use and professional development revealed that Independent teachers always learn on their own, rarely get help from others, and rarely call the CES Help Desk. A lack of ongoing professional development left these teachers overloaded. The Interdependent teachers mostly learn on their own, rely heavily on Independent teachers, and get help from the CES Help Desk. They seem to be in a good position because they get help and give help without becoming overburdened. The Codependent teachers completely rely on others, rarely spend time learning on their own, and rarely call the CES Help Desk; Conclusions reveal that teachers were given technology with little support and have had to learn on their own, thus making sustained and successful integration difficult. Also, ongoing professional development is critical for teachers to make progress in their use of technology. Finally, IC Maps are useful tools for supporting and analyzing technology integration.

Keywords

Church Education System; Concerns-based Adoption Model; Configurations; Development; Education Change; Exploring; Education Change; Instructional Technology; Professional Development; Relationships; Teacher Training; Technology

Controlled Subject

Educational technology; Teachers--Training of

File Format

pdf

File Size

3491.84 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

If you are the rightful copyright holder of this dissertation or thesis and wish to have the full text removed from Digital Scholarship@UNLV, please submit a request to digitalscholarship@unlv.edu and include clear identification of the work, preferably with URL.

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

Download


COinS