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dc.contributor.authorGeuea, A. Kathleen
dc.date.accessioned2023-10-04T22:47:01Z
dc.date.available2023-10-04T22:47:01Z
dc.date.issued2021-05
dc.identifier.urihttp://hdl.handle.net/11122/14549
dc.descriptionMaster's Project (M.Ed.) University of Alaska Fairbanks, 2021en_US
dc.description.abstractThe field of education was facing great changes long before the onslaught of COVID-19. Beyond social-distancing, budget-friendly ways of structuring education, and practicing personalized learning, effectively using educational technology in the classroom is vital to connecting with youths who are increasingly social media-driven. Despite the development of advanced educational technology, many teachers remain either technologically illiterate or unable to incorporate this transformative technology into their teaching practices. This study of 93 teachers in Alaska’s Interior identifies the most significant obstacles to integrating technology and how they believe their school district can best support them in learning about and implementing that technology into their classrooms. If seasoned educators are given a voice, then they will tell their school districts that they need more and better ways to integrate technology successfully into their classrooms.en_US
dc.language.isoen_USen_US
dc.subject.otherMaster of Arts in Educationen_US
dc.titleChanging negative teacher beliefs regarding technology integration in Alaska's frozen northen_US
dc.typeMaster's Projecten_US
dc.type.degreemeden_US
dc.identifier.departmentSchool of Educationen_US
dc.contributor.chairTopkok, Sean Asiqłuq
dc.contributor.committeeHogan, Maureen
dc.contributor.committeeGuthrie, Owen
refterms.dateFOA2023-10-04T22:47:02Z


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