Evaluating the Impact of a Technology-Enhanced Learning Environment for Teacher Induction

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  • Additional Information
    • Availability:
      ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
    • Peer Reviewed:
      N
    • Source:
      173
    • Subject Terms:
      Curriculum Evaluation; Electronic Learning; Beginning Teacher Induction; Administrators; Beginning Teachers; Rural Schools; Educational Environment; Educational Technology; Teacher Attitudes; Administrator Attitudes; Mentors
    • Subject Terms:
      Colorado
    • ISBN:
      979-83-514-5093-3
    • Abstract:
      This document introduces a research study that aimed to gain insight into the perspectives of newly qualified teachers, mentor teachers, and administrators during their participation in a technology-enhanced teacher induction program while assigned within a rural school district in southeastern Colorado. The qualitative case study took a deeper look at participants from one Colorado rural school, where finding and retaining highly qualified teachers has been difficult in the past. When the district hires a newly qualified teacher, it is their goal to prepare them to be successful in the classroom and to retain them as long as possible. The purpose in studying the impact of a technology-enhanced teacher induction program was to gain a better understanding of the perspectives of newly qualified teachers, mentor teachers, and administrators who utilized a such a program. The intention was to better understand if and/or how a technology enhanced induction program impacted the newly qualified teachers, and to see if it is a viable option for rural schools who are many times understaffed, and for newly qualified teachers who are many times overwhelmed and stressed as they begin their teaching careers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      ED648288