Improving Teachers’ use of Educational Technologies in the classroom at West Chatham Middle
(Please use the overview below in this paper)
For this assignment, you will use the information from the textbook reading (attached), the Individual Scholarly Works Template (attached), and the Comparative Template (attached) to write a 4-page literature review on the topic that addresses how the literature informs the problem of practice.
****The first page through the third page (no coversheet needed) should be a formal review of the literature related to my topic. This review must have level one and level two APA 7th Edition headings.
****Include at least eight peer-reviewed scholarly journal articles using citations (attached). Four of the eight must be the four articles from the Scholarly Works Template (attached). All articles are attached and must have been published within the last five years.
Please write concisely. If you need assistance with the APA 7th edition headings titles, please let me know.
The last page must be the Reference page and it must include a minimum of eight scholarly peer-reviewed journal articles.
You must use the information from the textbook reading within this review (see attached)
My (Actual) Research Overview:
The purpose of this study is to provide recommendations to the leadership team at West Chatham Middle School with possible resolutions to improving teachers’ use of instructional technologies in the classroom. This section of this report examines the literature on the effects of instructional technology support, teachers self-confidence in the use of instructional technology, and beliefs regarding the use of instructional technology. The history of the implementation of instructional technology in the education (K-12) environment is discussed, along with how technology-integrated instruction has improved and promoted student engagement, motivation, and achievement. Furthermore, the factors that lead to the success of instructional technology-integrated are discussed in detail, with regards to school resources, administrator support, teacher attitudes toward technology-integrated curriculum, and adequacy of technology.
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