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dc.contributor.authorCarley, Meagan
dc.date2012-12-10
dc.date.accessioned2015-01-07T20:54:21Z
dc.date.available2015-01-07T20:54:21Z
dc.date.issued2012
dc.identifier2000207en_US
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/7366
dc.description.abstractThe focus of this study was to analyze experts' perspectives about technology use and integration in Secondary English/Language Arts classrooms. Through interview methodology, the researcher contacted teachers and specialists about their personal experiences using and integrating various forms of technology into the classroom and/or about their research findings regarding the use of technology in academic settings. This study includes a review of current literature that relates to the research topic, and an intensive analysis conducted after both interviews. The results indicate that participants emphasize three key components necessary for effective technology use in Secondary English/language arts classrooms: a view of technology as a learning and teaching tool, the role of the teacher as a learner and innovator, and clear expectations for students regarding their critical use of technology.
dc.titleTechnology Integration: Key Components for Effective Implementation in Secondary English/Language Arts Classrooms
etd.degree.departmentEducation
local.collegeCollege of Education
local.collegeJohn V. Roach Honors College
local.departmentEducation


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