NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED547745
Record Type: Non-Journal
Publication Date: 2012
Pages: 192
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-7274-8
ISSN: N/A
Identifying Teacher Belief Systems Regarding Classroom Technology Use--Planning for Perceptions
Petty, Michael F.
ProQuest LLC, Ph.D. Dissertation, Capella University
Across the United States, millions of taxpayer dollars are spent on the integration of technology into America's classrooms to increase student achievement and preparation for a 21st century global workforce. The problem is teachers are not using available technology to its fullest capacity. While several studies outlined in the literature review substantiate this underutilization, there is little examination of the central phenomena of why teachers have not embraced technology as expected. This interpretive qualitative research study utilized a purposeful sampling of teachers from a single public high school in a southeastern state. This study examined how teachers' perceptions, beliefs and attitudes, toward technology, are formed and the subsequent impact on the use of technology in classroom instruction. An online survey and one-on-one interviews were conducted. The data was analyzed and evaluated using the Likert scale and corresponding coding system aimed at categorizing the data and identifying emergent themes. Study findings conclusively showed that of the three primary factors that affect teachers' perceptions, beliefs, and attitudes toward technology: (a) insufficient training (prior, current, and ongoing) had the greatest impact on teachers' perceptions followed by (b) teachers had too little time to integrate technology into established lesson plans. Furthermore, teachers expressed the belief that the technology is not consistently reliable during classroom instruction. Additionally, several themes emerged not previously identified by the researcher that had a significant impact on the perceptions, beliefs, and attitudes of teachers toward the use of classroom technology. The implications of the study are that educational stakeholders must address these factors that influence teacher perceptions, beliefs, and attitudes in order to facilitate change. Consequently, teachers need to be included as partners in the development and planning stages of technology initiatives. It is incumbent upon educational stakeholders to be cognizant of teachers' perspectives and plan for their perceptions as the primary users of classroom technology, who are ultimately accountable for the success of technology integration. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/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