The impact of selected components of the C.R.E.A.T.E for Mississippi school mentor model on technology integration and the technology skill levels of core teachers
Cheryl Marie Anderson Whitfield, Mississippi State University, United States
Mississippi State University . Awarded
The purpose of this study was to investigate the impact of selected components of the C·R·E·A·T·E for Mississippi School Mentor Model (SMM) on technology integration as well as on the technology skill levels of the population of Core Teachers working with the project in eight schools in Mississippi's Congressional Districts (CD)1 and 2. Sixteen teachers in CD1 participated in the project for a two-year period, and 16 teachers in CD2 participated for one year. Differences in initial and follow-up self-ratings for technology integration were determined to be statistically significant for both groups of teachers. Increases in technology skill levels were determined by self-ratings on repeat administrations of an online Technology Ability Profile (TAP) survey. Both groups showed technology skill-level gains during the time of their participation in the project.
Core Teachers rated the impact of five components of the SMM for them personally and for their schools overall, including: (a) project professional development activities, (b) administrative support, (c) support from Student Techno Team (STT) members in classroom and in the school, and (d) access to an on-site Educational Technologist (ET) hired at each school as part of the project. Teachers' mean ratings for all SMM components were above average on a scale of one to four. Pearson r correlations suggested that administrative support for technology integration was related to improvement in teachers' skills. Pearson r correlations showed no relationships between demographic data and improved technology-skills except for age, which appeared to be a factor in improved scores in CD2. Because the population of teachers was small (N = 16), no generalization can be made beyond this population of teachers, but the relationship between age and skills improvement should be investigated by other researchers in the future.
Core Teachers reported that writing technology-infused lesson plans helped them focus on the application of their technology skills in the classroom. The presence of the on-site ET did not have the anticipated positive relationship with skills improvement during this time in CD1. A review of ET daily activity logs indicated that lack of frequent interaction among ETs and Core Teachers was probably a factor.
Whitfield, C.M.A. The impact of selected components of the C.R.E.A.T.E for Mississippi school mentor model on technology integration and the technology skill levels of core teachers. Ph.D. thesis, Mississippi State University.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com