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100	1		_aGhantous, Tanya _gMaster of education
245	1	4	_aThe principal’s role and teachers’ identification of factors in technology integration: A case study of a school
260			_aBeirut _bMiddle East University _c2014
300			_a112 pages
500			_aالنوع : Mémoire
520	3		_aThe aim of the case study is to explore the role of principals regarding the integration of technology at Eastwood College, a school in Lebanon. It also identifies the factors influencing the teachers’ integration of technology in their classrooms as well as administrators’ and specialists’ use of technology. This study carried out its investigation using a mixed method approach of data collection consisting of questionnaires and interviews. The questionnaires employed items that derived from a review of the literature on teachers’ and administrators’ use of and integration of educational technology. Four factors were identified which influence the integration of technology at the school: social impact, curricular and instructional concerns, environmental support, and personal issues. Purposive sampling was used to gather data, and the sample consisted of 45 teachers, 5 administrators, 4 specialists, and 2 principals. Questionnaires were completed by the teachers, administrators, and specialists. Then a qualitative approach followed and both the head of school and the early-years elementary principals were interviewed separately. The study’s results showed that less than 25% of the teachers used technology in their classrooms and their main use of technology was more for personal purposes and less for instructional purposes or other teaching issues. The same result applied for administrators and specialists. The analysis of factors influencing technology integration revealed that social impact was the strongest factor facilitating technology integration for teachers, and environmental issues were the strongest barriers for them. As for administrators and specialists, the strongest factor facilitating technology integration had to do with curricular and instructional concerns, and the strongest barriers were environmental issues, just like the teachers. The principal interviews emphasized the importance of using technology in school: to keep up with what is happening in the world around, to foster more collaboration and interaction among students and with teachers, to motivate students and enhance their school achievement, and to aid students with different learning needs.
650		4	_aEducation et la technologie
650		4	_aGestion scolaire
650		4	_aICT and Education
650		4	_aLes Attitudes et conceptions des enseignants
650		4	_aTeachers attitudes and conceptions School management
650		4	_aالتعليم والتكنولوجيا
650		4	_aمواقف المعلمين وتصوراتهم الإدارة المدرسية
856			_zMiddle East University
942			_cLAESDATA
999			_c20798 _d20798