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Teacher Perception of Technology as a Conduit to Acquiring Critical Thinking Skills PDF

151 Pages·2017·1.14 MB·English
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Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2016 Teacher Perception of Technology as a Conduit to Acquiring Critical Thinking Skills Wanda Pearl Patrick Walden University Follow this and additional works at:https://scholarworks.waldenu.edu/dissertations Part of theSpecial Education Administration Commons, and theSpecial Education and Teaching Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please [email protected]. Walden University College of Education This is to certify that the doctoral dissertation by Wanda Patrick has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Barry Birnbaum, Committee Chairperson, Education Faculty Dr. Keith Higa, Committee Member, Education Faculty Dr. Wade Smith, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2016 Abstract Teacher Perception of Technology as a Conduit to Acquiring Critical Thinking Skills by Wanda Pearl Patrick MA, Chapman University, 2003 BS, Chapman University, 1998 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Special Education Walden University May 2016 Abstract Seventh-grade and eighth-grade special education students struggle to learn higher-order thinking skills in pre-algebra and algebra that can be addressed by using technology. However, little is known about science, technology, engineering, and math (STEM) teachers’ attitudes toward use of and their actual use of calculators and technology to access students’ development of higher-order thinking skills. The purpose of this qualitative case study was to explore the perceptions of rural middle school Grade 7 and 8 STEM teachers in one Western state. This study used Gardner’s multiple intelligences and Armstrong’s neurodiversity theories as a framework. Participants were 10 Grade 7 and 8 STEM teachers in a Western state. Data sources included interviews, surveys, and teacher journals. Open coding allowed the identification of similar threads, common words, or expressions that were then examined for themes and patterns. The emergent themes included a need for training, teachers’ technological expectations, and whether teachers could meet grade level standards and students have success. This study assists social change by informing school administrators and teachers how technology is and is not being used in the classroom and how its use can be facilitated in the future. Teacher Perception of Technology as a Conduit to Acquiring Critical Thinking Skills by Wanda Pearl Patrick MA, Chapman University, 2003 BS, Chapman University, 1998 Dissertation Submitted in Partial Fulfillment Of the Requirements for the Degree of Doctor of Education Special Education Walden University May 2016 Dedication This doctoral study is dedicated to my three loving and caring children and their families, Sean Patrick, his wife Jessica and daughter Sonnett, Timeka Patrick-Cardenas, her husband Alex and son Marcus and daughter Arianna, and my son Michael Patrick II. Their love, support, and continual encouragement gave me the strength to reach my academic goal. This dedication includes my mother-in-law, Ernestine Patrick, who gave me the courage and confidence to attempt and completed this monumental task. Then, there is my brother, William Burkett, for his tireless editing skill and having to listen to me ramble on and on about special education, the students, and either their progression or non-progression and what to do next. I am forever grateful to all of my caring and committed family. Finally, to my late husband, who made me go to my first English class with him, when I thought I wasn’t smart enough to go to college. If it were not for him, I would have never known I was able to complete one college course let alone accomplish a doctorate degree. Acknowledgments The completion of this doctoral study only made possible by the support and encouragement of two very special people. I would like to first express my gratitude to Dr. Barry Birnbaum for his guidance and support throughout this entire doctoral process. He was always there to answer questions, give me support, and to offer encouragement. Dr. Birnbaum went above and beyond what anyone should have needed to do as my chair. He spent many hours advocating on my behalf. Dr. Birnbaum, words are not enough to express how I feel. Thank you to Dr. Keith Higa for coming to my rescue at a time when I felt these were my darkest hours. His guidance as my methodologist and committee member will never be forgotten. His interest in my research and his thought- provoking questions strengthened my study. He was there to support and guide me through the necessary changes and to make sure that this study was academically sound and strong. I could not have completed this study without their continued support and encouragement. Table of Contents Chapter 1: Introduction to the Study ....................................................................................1 Background ....................................................................................................................1 Common Core State Standards ............................................................................... 4 Purpose of Study ..........................................................................................................11 Research Questions ..........................................................................................................12 Conceptual Foundation ...................................................................................................12 Nature of Study ................................................................................................................13 Definitions .........................................................................................................................13 Assumptions......................................................................................................................15 Scope and Delimitations ..................................................................................................15 Biases.. ...............................................................................................................................16 Implications for Social Change .......................................................................................16 Summary ...........................................................................................................................17 Chapter 2: Literature Review .............................................................................................19 Mindset ........................................................................................................................32 Teacher Preparation .............................................................................................. 35 Instruction ............................................................................................................. 38 Multiple Intelligences ..................................................................................................50 High-Stakes Assessments ..................................................................................... 53 Middle School in Rural Central California ..................................................................59 Summary ...........................................................................................................................66 i Chapter 3: Research Method ..............................................................................................68 Introduction ..................................................................................................................68 Research Design and Rationale ...................................................................................68 Role of the Researcher .................................................................................................71 Methodology .....................................................................................................................72 Participant Selection Logic ................................................................................... 72 Instrumentation ..................................................................................................... 73 Interviews .............................................................................................................. 74 Reflective Journal ................................................................................................. 74 Surveys .................................................................................................................. 75 Validity and Reliability of the Instrument ............................................................ 75 Data Collection ..................................................................................................... 76 Data Analysis Plan ...........................................................................................................76 Data Analysis ........................................................................................................ 77 Issues of Trustworthiness ................................................................................................78 Credibility ............................................................................................................. 78 Transferability ....................................................................................................... 79 Dependability ........................................................................................................ 79 Confirmability ....................................................................................................... 80 Ethical Procedures ................................................................................................ 81 Summary ...........................................................................................................................82 Chapter 4: Results ..............................................................................................................84 ii Introduction ......................................................................................................................84 Setting................................................................................................................................85 Participants’ Demographics ............................................................................................86 Data Collection Process ...................................................................................................87 Data Analysis ....................................................................................................................88 Reflective Journal is .............................................................................................. 89 Surveys .................................................................................................................. 96 Interview Questions .............................................................................................. 99 Trustworthiness..............................................................................................................101 Credibility .......................................................................................................................101 Transferability................................................................................................................101 Dependability..................................................................................................................102 Confirmability ................................................................................................................102 Results of Reflective Journals .......................................................................................104 Results of Survey Questions ..........................................................................................108 Chapter 5: Discussion, Conclusions, and Recommendations ..........................................112 Introduction ....................................................................................................................112 Interpretation of findings ..............................................................................................113 Limitation of study .........................................................................................................115 Recommendations ..........................................................................................................116 Implications ....................................................................................................................117 Conclusion ......................................................................................................................118 iii

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themes included a need for training, teachers' technological expectations, and whether teachers could meet grade level standards and students have success. This study assists social change by informing school administrators and teachers how technology is and is not being used in the classroom and
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