Technology use, teachers' attitudes, and student motivation (Record no. 19905)

MARC details
000 -LEADER
fixed length control field 02567nam a2200241Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20200212123926.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Der-Bedrossian, Lisa A.
Miscellaneous information Master Art in School Management and Educational Leadership
245 10 - TITLE STATEMENT
Title Technology use, teachers' attitudes, and student motivation
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Notre Dame University.Humanities
Date of publication, distribution, etc. 2013
300 ## - PHYSICAL DESCRIPTION
Extent 110 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of the research was twofold: the first purpose was to discover if the teachers’ attitude towards technology influenced the use of technology in class. The second purpose was to detect if students found technology use motivating when teachers used the technology in the classroom. Quantitative research method was used of descriptive design to answer four of the research questions raised in the case study. Through the descriptive statistics, the teachers’ attitude, technology use, and students’ motivation were analyzed. The research was conducted in a Private Catholic School in the Metn are, Lebanon. Questionnaires were distributed to both the teachers and students to gather statistical data on the teachers’ attitudes towards computer use and students’ motivation. The results showed high teacher attitude and student motivation scores. The results indicated that all the teachers had a positive attitude towards technology use which in turn influenced the students’ motivation in class. The results also showed that technology use was a motivating factor to the students since all had high motivation scores and concentrated more regardless of the teachers’ methodology. Although all students concentrated more in class when technology was used, not all found the lesson more interesting through the use of technology. Thus, it was concluded from this research that the teachers’ technology use in class highly affected the students’ attention and concentration. However, what motivated students more was the way teachers delivered the lesson through different technology applications and programs.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des enseignants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Motivation Education et la technologie
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Motivation ICT and Education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teachers attitudes and conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الدافعية التعليم والتكنولوجيا
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف المعلمين وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=112035">http://search.shamaa.org/FullRecord?ID=112035</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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