How to Change Instructional Leaders' Perception. Integrating Education Media Technology in Classroom Teaching

Research Paper (postgraduate) , 2015 , 124 Pages

Pedagogy - Media Pedagogy

This study explores factors that affect instructional leaders’ perception of the role of media in classroom teaching in Amhara region of Ethiopia. To achieve the objective a one sample survey method using questioner and focus group discussion was employed. The participants are 168 instructional leaders (108 principals & 60 supervisors) with different training, teaching and school leadership experience selected by convenience sampling. The two roles of media that are selected are media used as supplement and substitute for the teacher in classroom teaching. Both quantitative and qualitative techniques were used to analyze the data gathered. The research answered seven research questions. The findings revealed that there were significant differences in perceptions of instructional leaders. Media training that they do have in the past contributed to some extent but neither experience in teaching nor in leadership has significant contribution for perception. The reasons behind instructional leaders’ perception are mainly their belief that media has no or less impact on student motivation but traditional roles of teachers has some impact. The identified factors that affect perception are negative beliefs, irresponsibility, ignorance, lack of willingness and know-how. The study discusses the findings and makes some recommendations.

Table of Contents

• CHAPTER ONE: INTRODUCTION
• 1.1 Background of the Study
• 1.2 Statement of the problem
• 1.3 Purpose and Significance of the Study
• 1.4 Objectives of the study
• 1.5 Assumptions
• 1.6 Scope and Limitations of the Study
• 1.6 Definition of Terms
• CHAPTER TWO: REVIEW OF RELATED LITRATURE
• 2.1. History and Definition of Instructional Media Technology
• 2.2. Instructional Technology Importance in Classroom Teaching
• 2.3. Factors Affecting Instructional Media Technology Integration in Classroom Teaching
• 2.3.1. Intrinsic and Extrinsic barriers to instructional media integration in classroom teaching
• 2.3.2. Positive actions for integrating instructional media in classroom teaching
• 2.3.4. The situation in Ethiopia: integrating instructional media in classroom teaching
• 2.4. Instructional Leaders Role in Media Technology Integration in Classroom Teaching
• 2.4.1. Instructional leadership and its role to integrate media technology into classroom teaching
• 2.4.2. Supervisors and their role in integrating instructional technology in classroom
• 2.4.3. Instructional leader's attitude and perception towards instructional media technology
• 2.4.3.1. Instructional leaders Attitude towards instructional media
• 2.4.3.2. Instructional leaders Perception
• 2.4.3.3. Other factors affecting principals facilitate or inhibit ICT integration
• 2.4.3.4. Solutions for changing perception that inhibit ICT integration
• 2.5. Changing instructional media perception and utilization
• 2.5.1. Changing Trends and perception
• 2.5.2. Summary of Barriers and Enablers of technology integration in classroom teaching
• 2.6. Theories and Model of Factors Affecting Perceptions
• 2.6.1. What is Perception?
• 2.6.2. Theories of Perception
• 2.6.3. Attributes of Perception
• 2.6.3.1. Definition and Principles of Attributes of perception
• 2.6.3.2. Theories of Attributes of perceptions
• 2.6.4. Factors Influencing Perception
• 2.6.3.3. Perceptual errors
• 2.6.4.1. The perceiver, object or target and the context as factors influencing perception
• 2.6.4.2. Power and group thinking as a factor influencing perception
• 2.7. Research conceptual framework
• CHAPTER THREE RESEARCH METHODOLOGY
• 3.1. Research Method and Design
• 3.2. Study Area
• 3.3. Participants of the Study
• 3.4. Sampling Procedure and Sample Size
• 3.5. Variables
• 3.6. Instrumentation and Measures
• 3.7. Data Collection procedures
• 3.8. Validity and Reliability
• 3.9. Ethical Consideration
• 3.10. Data Analysis Method
• CHAPTER FOUR ANALYSIS OF RESULTS AND DISCUSSIONS
• 4.1. Demographics Results and Discussion
• 4.2. Quantitative Results and Discussion
• 4.3. Qualitative Results and Discussion
• CHAPTER FIVE SUMMARY, CONCLUTION & RECOMMENDATIONS
• 5.1. Summary
• 5.2. Conclusion
• 5.3. Recommendation

Objectives and Key Themes

This research investigates the perceptions of instructional leaders regarding the integration of educational media technology in classroom teaching. The study aims to identify the factors influencing these perceptions and explore ways to change them in order to promote effective technology integration in Ethiopian classrooms. Key themes explored include:

• The role of instructional leaders in facilitating technology integration.
• The barriers and enablers of technology integration in classrooms.
• The impact of training and experience on instructional leaders' perceptions.
• The influence of factors such as power dynamics and group thinking on perception.
• Strategies for changing perceptions and promoting effective technology utilization.

Chapter Summaries

• Chapter One: Introduction This chapter provides the background of the study, outlining the problem of limited technology integration in Ethiopian classrooms. It also presents the purpose, significance, objectives, assumptions, scope, limitations, and definitions of key terms related to the research.
• Chapter Two: Review of Related Literature This chapter examines the historical context and definition of instructional media technology, highlighting its importance in classroom teaching. It explores various factors affecting technology integration, including intrinsic and extrinsic barriers, positive actions, and the current situation in Ethiopia. The chapter delves into the role of instructional leaders in facilitating technology integration, analyzing their attitudes, perceptions, and the impact of training and experience on their views. It also examines theories and models of perception, highlighting factors influencing perception and identifying potential perceptual errors.
• Chapter Three: Research Methodology This chapter outlines the research method and design, including the study area, participants, sampling procedure, sample size, variables, instrumentation, data collection procedures, validity and reliability, ethical considerations, and data analysis methods used in the study.
• Chapter Four: Analysis of Results and Discussions This chapter presents the findings of the research, including demographic results, quantitative and qualitative data analysis, and discussions of the key findings. The chapter analyzes the data to identify patterns, trends, and relationships between different variables and to draw conclusions about the perceptions of instructional leaders regarding technology integration.
• Chapter Five: Summary, Conclusion & Recommendations This chapter provides a summary of the research findings, presents the conclusions drawn from the study, and offers recommendations based on the findings. It highlights the key insights gained from the research and suggests strategies for addressing the challenges of technology integration in Ethiopian classrooms.

Keywords

This research focuses on the intersection of instructional leadership, educational media technology, and classroom teaching in Ethiopia. Key terms include: instructional media technology integration, instructional leadership, perception, barriers, enablers, training, experience, power dynamics, group thinking, and strategies for change. The study utilizes empirical research methods to explore the factors influencing instructional leaders' perceptions and to propose solutions for promoting effective technology integration in classrooms.

• Author: Getnet Eshetu (Author)
• Publication Year: 2015
• Pages: 124
• Catalog Number: V304085
• ISBN (eBook): 9783668026964
• ISBN (Book): 9783668026971
• Language: English
• Tags: change, instructional, leaders, perception, integrating, education, media, technology, classroom, teaching