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ERIC Number: ED550198
Record Type: Non-Journal
Publication Date: 2010
Pages: 153
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2672-0116-4
ISSN: N/A
Technology Integration and Instructional Leadership in Secondary Education
Jones, Ronnie A.
ProQuest LLC, D.M. Dissertation, University of Phoenix
The purpose of the quantitative research study was to determine if relationships existed between teachers' use of technology in the classroom and the six barriers to technology integration: (a) confidence and comfort, (b) attitudes toward computer use by teachers, (c) attitudes toward computer use by students, (d) administrative support, (e) teacher preparation for computer use, and (f) technical support. The second purpose of the study was to determine if the relationships between the six barriers to technology integration and teachers' use of technology were mediated by the teachers' age, gender, experience, and education. The Perceptions of Computers and Technology survey (Hogarty et al., 2003) and Task Value surveys (Dusick, 1999) were used to collect data from 200 middle school teachers. The independent variable in the design was technology integration and the dependent variable is teacher barriers to technology integration. The information collected with the surveys was used to measure the level of integration of technology in education. Administrative support was significantly and positively related to all dimensions of teacher use of computers except task value. Confidence and comfort were significantly and positively related to all dimensions of teacher use of computers except task value. The relationship between confidence and comfort and integration of computers into the classroom was moderate, with 28% of the variance explained. The relationships between confidence and comfort and (a) personal use of computers (r[superscript 2] = 0.13), (b) software used for teachers (r[superscript 2] = 0.16), and (c) software used for students (r[superscript 2] = 0.09), were small, with 16% or less of the variance explained. No other relationships were significant. [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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A