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ERIC Number: ED621447
Record Type: Non-Journal
Publication Date: 2022
Pages: 126
Abstractor: As Provided
ISBN: 979-8-4268-3817-8
ISSN: N/A
EISSN: N/A
Available Date: N/A
Technologizing Institutions: The Role of Tech Savvy Leaders to Combat Content Area Literacy Challenges
Ferguson, Keshia Felicia
ProQuest LLC, Ed.D. Dissertation, Wilmington University (Delaware)
Technology pedagogical knowledge from educators can help transform and combat literacy challenges. In rise to the current educational challenges ignite a passion in the researcher to assist using technology. The involved data from 20 educational leaders. The problem is the low scores in Entrepreneurial Literacy programs and reading tests. Entrepreneurial Literacy is a subject that teaches students how to develop critical understanding about operating a business and discover new ways of combining resources. As a result of this study, the researcher suggests effective technology strategies and effective teaching methods to assist students in improving their assessment scores in the Entrepreneurial Literacy program. The researcher understands the literature, strategies, and findings can convince other teachers or schools to adopt incorporating both parents and learners to improve literacy in areas other than English. The researcher will also instill knowledge and skills that all stakeholders can use later in life. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A