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ERIC Number: ED552706
Record Type: Non-Journal
Publication Date: 2012
Pages: 145
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-8392-3
The Influence of Content Filtering and Teachers' Self-Efficacy on the Level of Use of the Internet in K-12 Classrooms
Goines, Erika Kristine Kelly
ProQuest LLC, Ed.D. Dissertation, The University of West Florida
As the ideas behind traditional learning change the content delivery methods used by teachers should adapt as well. Teachers are being asked to find ways of introducing and relating the material to students in the web world that many digital natives live in outside of the classroom walls. To prevent the misuse of Internet inside of the classroom districts are filtering Web 2.0 tools, which in turn restrict the integration of technology into the curriculum. The purpose of this study was to quantitatively gather data to determine which factors (Internet self-efficacy, attitudes about content filtering, and demographic variables) had the most influence on teachers' level of Internet use in the classroom. The concept of self-efficacy is grounded in the theoretical framework of social cognitive theory (Bandura, 1986). Multiple regression analyses were conducted on 457 surveys received from a school district in the panhandle of Florida to identify demographic variables and their relationship with the level of Internet use in the classroom, teachers' Internet self-efficacy, as well as their attitudes about content blocking software. The results indicate that grade level taught and Internet self-efficacy score were predictors of content filtering attitudes. The teachers' level of use score was not a predictor of their content filtering attitude. Years of teaching experience and the socioeconomic status of the school were found to be predictors of Internet use in the classroom as well as Internet self-efficacy. Further, gender and grade level taught were not predictors of content filtering attitude, level of classroom Internet use, or Internet self-efficacy. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida