Technology Integration Does Work: A Case Study of Technology Use in the Daily Work of the Mary Scroggs School-Edición Única

Hdl Handle:
http://hdl.handle.net/11285/572541
Title:
Technology Integration Does Work: A Case Study of Technology Use in the Daily Work of the Mary Scroggs School-Edición Única
Issue Date:
2011-04-01
Abstract:
This dissertation study sought to understand certain organizational conditions and administrative practices that may have facilitated technology integration in schools and supported it long term. Offered is a literature review covering the predominant topic in the field, that of the failures associated with computers in schools at all levels. Much of the literature tends to fault the instructor and largely ignores the institution. Key aspects to be noted in this study are the evolving relationship between technology and the work of schools, the teacher as an employee of the institution, and the teacher as a knowledge worker. Rather than viewing the instructor as a stumbling block to the inclusion of technology, this investigation focused on the organizational conditions and practices that may be of importance in a successful school in what could be viewed as the new work of the teacher. The emphasis is on those conditions and practices that facilitated integration in one exemplary public elementary school in North Carolina. Instructors and staff appear to have done what few manage: integration of technology into their daily work and that of their students. A single case study using the methods of Yin (2009) and Stake (1995) was chosen due to the uniqueness of the success studied. The conclusions note that the success is likely based on 3 administrative practices: money and resource allocation, decision-making, and recognition, combined with 3 organizational conditions: work arrangements that favor knowledge work, classroom organization based on differentiation, and the schools reputation.
Keywords:
Technology Integratio; Internet; SMART Board; Organizational Conditions; Administrative Practices; Differentiation; Qualitative; Single Case Study
Degree Program:
Programa de Doctorado en Innovación Educativa
Advisors:
Dr. Eduardo Flores Kastanis
Committee Member / Sinodal:
Dr. Manuel Flores Fahara; Dr. Fernando Jorge Mortera Gutiérrez
Degree Level:
Doctor en Innovación Educativa
School:
Escuela de Graduados en Educación
Campus Program:
ITESM-Universidad Virtual
Discipline:
Ciencias Sociales / Social Sciences
Appears in Collections:
Ciencias Sociales

Full metadata record

DC FieldValue Language
dc.contributor.advisorDr. Eduardo Flores Kastanisen
dc.creatorSimpson Pfitzmann, SheriAnnen
dc.date.accessioned2015-08-17T11:34:47Zen
dc.date.available2015-08-17T11:34:47Zen
dc.date.issued2011-04-01-
dc.identifier.urihttp://hdl.handle.net/11285/572541en
dc.description.abstractThis dissertation study sought to understand certain organizational conditions and administrative practices that may have facilitated technology integration in schools and supported it long term. Offered is a literature review covering the predominant topic in the field, that of the failures associated with computers in schools at all levels. Much of the literature tends to fault the instructor and largely ignores the institution. Key aspects to be noted in this study are the evolving relationship between technology and the work of schools, the teacher as an employee of the institution, and the teacher as a knowledge worker. Rather than viewing the instructor as a stumbling block to the inclusion of technology, this investigation focused on the organizational conditions and practices that may be of importance in a successful school in what could be viewed as the new work of the teacher. The emphasis is on those conditions and practices that facilitated integration in one exemplary public elementary school in North Carolina. Instructors and staff appear to have done what few manage: integration of technology into their daily work and that of their students. A single case study using the methods of Yin (2009) and Stake (1995) was chosen due to the uniqueness of the success studied. The conclusions note that the success is likely based on 3 administrative practices: money and resource allocation, decision-making, and recognition, combined with 3 organizational conditions: work arrangements that favor knowledge work, classroom organization based on differentiation, and the schools reputation.en
dc.language.isoenen
dc.rightsOpen Accessen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleTechnology Integration Does Work: A Case Study of Technology Use in the Daily Work of the Mary Scroggs School-Edición Únicaen
dc.typeTesis de Doctoradoes
thesis.degree.grantorInstituto Tecnológico y de Estudios Superiores de Monterreyes
thesis.degree.levelDoctor en Innovación Educativaen
dc.contributor.committeememberDr. Manuel Flores Faharaes
dc.contributor.committeememberDr. Fernando Jorge Mortera Gutiérrezes
thesis.degree.disciplineEscuela de Graduados en Educaciónen
thesis.degree.namePrograma de Doctorado en Innovación Educativaen
dc.subject.keywordTechnology Integratioen
dc.subject.keywordInterneten
dc.subject.keywordSMART Boarden
dc.subject.keywordOrganizational Conditionsen
dc.subject.keywordAdministrative Practicesen
dc.subject.keywordDifferentiationen
dc.subject.keywordQualitativeen
dc.subject.keywordSingle Case Studyen
thesis.degree.programITESM-Universidad Virtualen
dc.subject.disciplineCiencias Sociales / Social Sciencesen
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