NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED558333
Record Type: Non-Journal
Publication Date: 2013
Pages: 250
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-5043-9
ISSN: N/A
A Comparison of the Perceptions of Technostress Experienced by Teachers versus Technology Used by Teachers in Elementary Education in a Southeastern School District
Longman, Stephanie Melynda Dobson
ProQuest LLC, Ed.D. Dissertation, Southeastern Louisiana University
In the past two decades, technology has grown exponentially in society. New inventions and innovations are on the rise in relation to technology. Because of this growth in technology use in society, technology integration in the classrooms has also been on the rise. Technology has supported student involvement and engagement in the classrooms. Because of this increase in student engagement in the classroom due to technology, pressure to integrate technology has also been on the rise. Stakeholders, superintendents, curriculum specialists, principals, assistant principals, technology specialists, and other educational leaders need to support this technology reform in the classroom. Previous researchers have shown that teachers felt they were not provided with the necessary support and professional development needed to successfully integrate technology into the classroom to its fullest potential. Because of this pressure and lack of support, teachers began to experience technostress. Educational leaders need to be aware of the technostress experienced by teachers in order to provide the best support possible for teachers to successfully integrate technology into the classroom. This study examined and compared two constructs, the amount of technology integrated in the classroom by elementary teachers and the amount of technostress elementary teachers experienced when integrating technology into the classroom. The researcher discovered that age and grade level taught played a role in the level of technology integration. In addition, the researcher discovered that unreliable technology equipment and time spent sifting through technology resources affected the level of technostress that elementary teachers experienced when using technology in the classroom. In addition, a relationship between the integration of technology and technostress was discovered. As elementary teachers' level of technostress increased slightly, their level of technology use decreased in the classroom. Finally, the researcher found two effective ways in which elementary teachers reduced their levels of technostress. Relying on a technology mentor and attending appropriate technology-related professional development helped to decrease technostress levels. [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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A