An Examination of the Impact of a 21st Century Technology Grant on Selected schools in a North Carolina School District

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Last Modified
  • August 29, 2022
Creator
  • Smith, Scott
    • Affiliation: School of Education, Curriculum and Instruction Graduate Program
Abstract
  • The ever increasing demand on schools to produce students that are technology literate is growing at an alarming rate. Schools find themselves on the brink of the digital age and are faced with vast needs to successfully integrate and infuse technology into the classroom. This technological revolution is changing the face and climate of technology in and out of the classroom. Educators must embrace these changes and take on the challenge to produce students that are well versed in the use of technology. Helping students become 21st century citizens is the ultimate goal; however many needs must be addressed for success to occur. Through a needs assessment survey, the researcher sought trends related to the use technology in the classroom based on conditions in the educational setting. The purpose of this study was to examine teachers' opinions and needs to determine if meeting certain needs made a significant difference related to technology in the educational setting. A technology needs assessment survey of approximately 1200 certified teachers was used to gain insight into their opinions related to technology and its use in the educational setting. The results of this study found significance in three areas related to technology in the educational setting: Vision and Leadership; Planning, Budgeting and Evaluation; and the Impact of Technology in the Classroom. Statistical analysis found no significance related to the other seven areas studied: Supportive Environment for Risk Taking; Technical Infrastructure and Support; Resource Media, Software and Tools; Community Linkages; Professional Development Opportunities; Professional Development Participation; and Classroom Practice.
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  • In Copyright
Advisor
  • Day, Barbara
Degree
  • Doctor of Education
Degree granting institution
  • University of North Carolina at Chapel Hill School of Education
Graduation year
  • 2007
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