Department of Teaching, Learning and Teacher Education

 

Date of this Version

Summer 7-7-2011

Comments

A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Educational Studies (Internet-Based Education), Under the Supervision of Professor David Fowler. Lincoln, Nebraska: August, 2011

Copyright 2011 Tracy Platt

Abstract

Technology and the web are becoming as necessary to the education of “digital natives” (Prensky, 2001) as the textbook. This qualitative multiple case study focused on the manner in which web-facilitated technologies influenced instruction through planning, preparation, and instructional practices of secondary teachers. Three high school teachers were selected as participants based on their administrator recommending them as an exemplary teacher utilizing web-facilitated technology. A multiple case qualitative design was employed where 8 to 9 observations occurred over a 2-month period. Observations were concluded by researcher journaled thoughts, feelings, and general impressions of what was observed. Post observation interviews queried participants regarding planning and instructional strategies used with web-facilitated technology. Data analysis was performed on each case and then examined through cross-case analysis to gain an understanding of themes across the multiple cases as a whole. Based on the cross-case analysis themes of collaboration, expectations, the guide, and technological difficulties presented themselves. Through the information gleaned, a description of a potential web-facilitated instructional model of the teacher as a guide emerged. This model consists of five components: planning for varied learning, convey expectations, student-driven learning, reciprocity/cooperation, and feedback. This model places teachers in the role of guide and supports student-driven acquisition of knowledge.

Advisor: David Fowler

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