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ERIC Number: ED556370
Record Type: Non-Journal
Publication Date: 2014
Pages: 154
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-4583-9
ISSN: N/A
The Impact of Training on the Time Required to Implement Technology in the Classroom
Stevens, Troy
ProQuest LLC, Ph.D. Dissertation, Northcentral University
Many teachers are using technology to improve student achievement, but only a few are attaining an improvement in student achievement. The purpose of this quantitative study was to identify: (1) how much time teachers spend integrating technology into their classroom, (2) how much time teachers believe is required to maximize the effectiveness of their integrations, and (3) if training has an impact on the time required to implement technology. Previous research found that training reduces the time required for teachers to integrate technology, but failed to identify the amount of time teachers spend integrating technology and the amount of time saved by attending training. To focus this research on the barrier of time, the participants for this study were required to have access to technology and have received training on integrating technology. One hundred forty two participants in the 2006-2009 Pennsylvania Department of Education grant titled, Classrooms For the Future completed an online survey to provide: (1) the number of minutes spent preparing to integrate technology into their classroom, (2) the amount of minutes believed required to get the maximum effectiveness from their integration of technology, and (3) their level of satisfaction on the training they received. With a p value of 0.000, a statistically significant difference was found between the amount of time teachers spend preparing to integrate technology and the amount of time teachers think is required to maximize the effectiveness of their integration of technology. This concurs with previous research that time is a barrier to integrating technology. The average teacher spent 55 minutes preparing to integrate technology but believed 131 minutes is required to get the maximum effect from integrating technology. With a p value of 0.717, the data revealed no statistically significant correlation between the amount of time teachers spend preparing to integrate technology and their level of satisfaction with the training they have received. Unlike previous research, training was not found to save time integrating technology. Accordingly, teachers are not committing the time they should to integrate technology. The results highlight a need for future research into what is competing for a teacher's time. [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
Identifiers - Location: Pennsylvania