The Effect of Teachers' Professional Development in Video Technology on Mathematics and the English Language Learning of Preschoolers in a Rural Primary School in Pakistan.

The purpose of this mixed methods study was to examine the effect of teachers' professional development in video technology (PBS & Sesame Street videos) on mathematics and the English language learning among nursery students in the rural area of Pakistan where it was impossible for students to experience watching videos for learning purposes. This study showed teachers' motivation and frustration, before and after professional development, toward the use of video technology in the classroom. Also, this study showed the effect of learning videos assisted with games, coloring activities, and portfolios on student's English and mathematics' learning. The demographics of gender, socioeconomic status of the students, parents' education and occupation, learning resources at home for children, and the use of technology and media at home were contrasted to examine how they affect students learning of mathematics and English. The participants of the study were 80 nursery students and two English and math teachers in a rural primary school of Punjab province in Pakistan. Data were collected through a semi-structured interview protocol, biographical survey, and English and math tests. The demographic characteristics of the participants revealed that there were 55 percent female students and 45 percent male students ranging in age from 4 to 6 years. The demographics also revealed that 81 percent of the students belonged to households that had not more than $100 income per month. The findings supported that a majority of the students belonged to low socioeconomic status (SES), and fathers were the main source of household income. The findings showed that fathers' level of education was higher than that of the mothers' level of education. The effective delivery of the content with videos and students' engagement motivated teachers. The use of videos remarkably enhanced students' learning of math numbers and English alphabet in experimental classrooms. However, the lack of funds and technology training was the biggest frustration for teachers. The findings from this research contributed to the literature about teachers' professional development and use of learning media. The findings also identified the reasons behind teachers' frustration and motivation to bring technology in the classroom. Consequently, these study findings informed administrators, teachers, and parents to improve existing teaching and learning practices at early education level in Pakistan. [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/en-US/products/dissertations/individuals.shtml.]