ERIC Number: ED364185
Record Type: Non-Journal
Publication Date: 1992-Jul
Reference Count: N/A
Factors That Influence Teacher Acceptance of Interactive Television.
Schnabel, Gerald E.
This study examines factors that influence teacher acceptance and support of interactive television (ITV). The factors include: (1) good inservice on ITV; (2) appropriateness of subject matter; (3) student motivation; (4) class size; (5) ITV's allowing low-enrollment classes; (6) job losses or gains; (7) professional growth; (8) peer and administrative support; (9) equipment training; (10) technical support; (11) participation in decision-making; and (12) challenge. The study surveyed 55 K-12 teachers in Minnesota who use ITV, with 38 completed responses. Teachers were asked to identify factors that influenced their support of ITV and then to rank factors in order of importance. Eight factors were checked by at least 55% of the teachers as being influential. The four highest-scoring factors included sufficient technical support, ITV training, subject appropriateness, and professional growth. Factors associated with low responses were decision-making participation, student motivation, and class size. The factors rated most important included professional growth, subject appropriateness, ITV's enabling low-enrollment classes, training, and inservice. Technical support ranked relatively low in the "importance" category, possibly due to the existence of adequate training among respondents. The eight factors identified by this research should be stressed in designing any ITV program, with particular focus on technical training and support. (Contains 14 references.) (TES)
Descriptors: Class Size, Educational Television, Elementary School Teachers, Elementary Secondary Education, Enrollment Influences, Inservice Teacher Education, Online Systems, Professional Development, Secondary School Teachers, Student Motivation, Teacher Attitudes, Teacher Influence, Technical Assistance, Technical Education
Publication Type: Dissertations/Theses - Masters Theses; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota