Publication Date

12-2013

Date of Final Oral Examination (Defense)

11-19-2013

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Curriculum and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Supervisory Committee Chair

Lee Ann Tysseling, Ph.D.

Supervisory Committee Member

Ross Perkins, Ph.D.

Abstract

The focus of this mixed methods case study was a three-month professional development workshop designed to guide junior high school classroom teachers as they learned to integrate new literacies skills into their curriculum. The participants were all educators in one district that was in the process of transitioning to the Common Core State Standards and the SMARTER Balanced Assessments. Significant gains were obtained in teachers’ self-reported personal technology knowledge and technology experiences during the study. Along with the gains, factors were seen that might impede teachers from learning about or using the Internet for academic purposes.

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