Date of Award

5-2018

Rights

© 2018 Olukunmi Olusesan Akingbola

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Michelle Collay

Second Advisor

Andrew Ross

Third Advisor

Donald Parker

Abstract

This paper explores Career and Technical Education (CTE) teachers’ perspective of in-class use of handheld technology in learning environments with effective pedagogical practices that lead the way to improving classroom teaching. The technology for this study encompasses laptops, iPads, tablets, and cell phones, collectively referred to as “handhelds.” This study sought to consider teachers’ own experiences with the use of handheld technology devices in classrooms. The goal of this study was to examine how handheld devices provide a few ways or methods whereby technology can be integrated into curriculum design to help teacher-student interactions and in-class participation in order to promote a collaborative learning space that supports the students’ educational interests. Teachers with handhelds in classes may engage students effectively for learning and collaboration through the course content, using digital media to build collaborative learning environments. With handheld computers in class, the teacher can use different methods of teaching, including lectures, discussions, and small-group work to increase class participation (Sung, Chang, & Liu, 2016). Career and Technical Education (CTE) teachers use in-class handhelds as tools in constructive dialogue between teachers and students, thereby helping students to discover new meanings in their learning tasks. It can be used to help teachers meet their goals of helping students acquire in-depth knowledge of subject matter. The use of these technologies can create ways for teachers to engage students in learning in the classroom.

Comments

Ed.D. Dissertation

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