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ERIC Number: ED548382
Record Type: Non-Journal
Publication Date: 2014-Mar
Pages: 355
Abstractor: As Provided
Reference Count: 198
Relationships between Teacher Characteristics and Educational Technology
Schulze, Kurt Ronald
Online Submission, Ed.D. Dissertation, Walden University
Too often, teachers are using educational technology resources for administrative purposes instead of using these resources in a constructivist manner to enhance student learning. The study site was well behind the national average in overall educational technology use categories. The purpose of this explanatory correlational research was to examine the relationships between teachers' technology perceptions and integration and the teacher characteristics of gender, age, years of teaching experience, current subject(s) taught, current grade level(s), and highest level of college education. With this information, professional development can be tailored to the specific population. Cognitive flexibility and constructivism provided the theoretical foundations. A convenience sample of 134 pre-K through 12 teachers from 5 school districts completed the Teacher Technology Integration and Perception Survey, which was created from 2 preestablished surveys: Teacher Technology Survey and the Teachers' Use of Educational Technology in U.S. Public Schools. The results indicated that teachers' overall perceptions of educational technology were high; however, their integration was low and did not provide authentic applications for students. Additionally, male teachers and high school teachers had the highest positive perceptions and technology integration as compared to their counterparts. Statistically significant negative rank-order correlations were observed between teacher age and perception, and experience and perception. These findings helped guide the creation of a professional development plan to increase teachers' integration of technology. School leaders and teachers may use this new information to adopt their instructional practices, which provides students with authentic and relevant learning experiences. The following appendices are included: (1) Project; (2) Survey Permission; (3) Superintendent Permission; (4) Research Questionnaire; and (5) Consent Form.
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires; Information Analyses
Education Level: Elementary Secondary Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio