Date of Award
5-2002
Document Type
Dissertation
Degree Name
Doctor of Education (Ded)
Abstract
The purpose of this study was to better understand the perceptions of college teachers and students at one Upper Midwest university about the intents and effects of technology ori learning. The teachers' and students' experiences were studied for ten weeks during the fall semester of this college's school year.
Qualitative research methods were used in the study including triangulation of participant observation, teacher and student interviews, and participant feedback. Data were analyzed for commonalities and themes, and results were discussed in reference to the literature. Recommendations for teacher educators and administrators were provided.
The study began with one question: What are teacher and student perceptions about the intent and effects of educational technology on learning? The study focused initially on the impact of teacher and student perceptions regarding the utilization of technology in the learning environment. However, as the study progressed questions related to teaching and learning styles, and attitudes about technology surfaced.
Four themes emerged as a result of the study:
1. Teachers' approaches to teaching affect student learning.
2. Students' approaches to learning affect student learning.
3. Teachers' and students' perceptions about the intents and effects of educational technologies on learning are similar.
4. Teachers' attitudes about educational technology do not affect students' attitudes about technology.
Recommended Citation
Kenney, Lynda G., "Teachers, Students, and technology: A college teaching and learning experience" (2002). Theses and Dissertations. 7441.
https://commons.und.edu/theses/7441