Date of Award

9-15-2015

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teacher Education

First Advisor

Kent Layton

Abstract

The purpose of this study was to explore the integration of Web 2.0 tools in language arts classrooms and teachers’ beliefs about the value of Web 2.0 tools as well as their beliefs about the effectiveness of technology-based professional development. Cross-sectional surveys were administered to language arts teachers to identify how they were using Web 2.0 tools in their classrooms, their beliefs in the value of Web 2.0 tools to enhance instruction and student learning, and to provide a better understanding of the effectiveness of technology-based professional development. The major findings in the study were that the majority of teachers reported having heard of Web 2.0 tools or some knowledge of them yet most teachers did not use them in classroom instruction. The most commonly used Web 2.0 tools were Gmail and Google Docs neither of which necessarily encourages collaboration between students. Teachers also reported the lack of specific professional development in Web 2.0 use and the need for more time to research possible Web 2.0 tools to incorporate into the lessons. Implications for the study would be that teachers be provided the appropriate technology-based training in the use of Web 2.0 tools and the time in which to discover the tools that would best support the language arts lessons.

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