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Teacher Perception of Project-Based Learning in a Technology-Infused Secondary School Culture: A Critical Cine-Ethnographic Study

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Bibliographic Details
Title: Teacher Perception of Project-Based Learning in a Technology-Infused Secondary School Culture: A Critical Cine-Ethnographic Study
Language: English
Authors: Gratch, Jonathan
Source: ProQuest LLC. 2012Ph.D. Dissertation, University of North Texas.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 181
Publication Date: 2012
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Descriptors: Active Learning, Student Projects, Secondary Education, Qualitative Research, Case Studies, Teacher Attitudes, Ethnography, Technology Integration, Curriculum
Geographic Terms: Texas
ISBN: 978-1-303-44942-0
Abstract: Project-based learning has long been used in the educational realm as it emphasis a student-centered strategy which promotes meaning, enriched learning that enhances inquiry and problem-solving skills in a rich, authentic environment. The relevance and authentic design of projects may further be enhanced by the use of technology in the classroom. Technology is rapidly changing the face of American education in ways that were barely thinkable as little as five years before and provides the possibility for student to collaborate and complete complex project-based tasks with further level of authenticity which connects to the students preferred method of learning and productivity outside the classroom. At New Tech high school in Coppell, Texas, the entire curriculum is based around this project-based learning in a technology-infused classroom. This qualitative, case-based study is designed to explore and examine the teachers' perceptions of the use of project-based learning, technology in this nontraditional environment. The study also investigates the teacher perceptions of students' response to project-based learning and the technology available to them in their project-based tasks. Finally the study discusses the finding and their possible implications for traditional educational environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2015
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3573834
Accession Number: ED555475
Database: ERIC
Description
Abstract:Project-based learning has long been used in the educational realm as it emphasis a student-centered strategy which promotes meaning, enriched learning that enhances inquiry and problem-solving skills in a rich, authentic environment. The relevance and authentic design of projects may further be enhanced by the use of technology in the classroom. Technology is rapidly changing the face of American education in ways that were barely thinkable as little as five years before and provides the possibility for student to collaborate and complete complex project-based tasks with further level of authenticity which connects to the students preferred method of learning and productivity outside the classroom. At New Tech high school in Coppell, Texas, the entire curriculum is based around this project-based learning in a technology-infused classroom. This qualitative, case-based study is designed to explore and examine the teachers' perceptions of the use of project-based learning, technology in this nontraditional environment. The study also investigates the teacher perceptions of students' response to project-based learning and the technology available to them in their project-based tasks. Finally the study discusses the finding and their possible implications for traditional educational environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:978-1-303-44942-0