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ERIC Number: ED444535
Record Type: Non-Journal
Publication Date: 2000
Pages: 6
Abstractor: N/A
Reference Count: N/A
Correlations between Teacher Characteristics and Teacher Attitudes toward Multimedia Development among Teachers Utilizing the Multimedia Authoring Program, HyperStudio.
Sammons, Dorothy; Strickland, A. W.
This study examined correlations between teacher characteristics and teacher attitudes toward multimedia development among teachers creating multimedia projects in teacher teams and with students using HyperStudio. Information on personality type, age, gender, grade level, years of teaching, computer experience, and self-reported skill levels was collected from 123 teachers participating in a federally funded teacher training grant. This information was correlated with four constructs concerning teacher perceptions of the multimedia development process: teachers' perceptions of the individual stages of multimedia development, based on their development of multimedia projects within teams; teachers' perceptions of the individual stages of multimedia development, based on the integration of self-authored multimedia into their classrooms for student-created projects; teachers' attitudes toward the cooperative activities required by the grant; and teacher attitudes toward integrating self-authored multimedia into their curricula. Analysis found few significant correlations between the attitude constructs and teacher characteristics. Only self-reported skill levels were consistently and positively correlated with teacher attitudes toward multimedia development. The conclusion is drawn that confidence in one's ability to utilize the software and hardware necessary to create self-authored multimedia projects is the primary factor in predicting attitudes and perceptions of multimedia development. It is suggested that such confidence can be fostered by proper training. (Contains 15 references.) (MES)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A