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dc.contributor.authorMendenhall, Melissa P.
dc.contributor.authorTofel-Grehl, Colby
dc.contributor.authorFeldon, David F.
dc.date.accessioned2023-04-12T20:52:12Z-
dc.date.available2023-04-12T16:15:12Z
dc.date.available2023-04-12T20:52:12Z-
dc.date.issued2022
dc.identifier.citationMendenhall, M. P., Tofel-Grehl, C., & Feldon, D. F. (2022). Rural teachers’ computing attitudes in their classrooms. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1045-1048). International Society of the Learning Sciences.en
dc.identifier.urihttps://dx.doi.org/10.22318/icls2022.1045
dc.identifier.urihttps://repository.isls.org//handle/1/8403-
dc.descriptionShort Paperen
dc.description.abstractThe purpose of this multiple case study is to explore teacher attitudes toward and engagement with technology as they participate in STEM professional development and subsequently enact instruction. Using the lens of cultural historical activity theory (CHAT), we examine the ways in which two middle school teachers in a rural community shifted their perspectives on technology during this process. Findings suggest that teacher attitude toward technology can be moderated through the means of a more knowledgeable other who scaffolds teacher learning and integration of technology, providing insights into the professional development needs of rural teachers.en
dc.publisherInternational Society of the Learning Sciences
dc.relation.ispartofurn:ISBN:978-1-7373306-5-3
dc.relation.ispartofProceedings of the 16th International Conference of the Learning Sciences - ICLS 2022, pp. 1045-1048
dc.subjectLearning Sciencesen
dc.titleRural Teachers’ Computing Attitudes in Their Classroomsen
dc.typeconferencePaper
dc.identifier.doi10.22318/icls2022.1045
Appears in Collections:ISLS Annual Meeting 2022

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