NotesFAQContact Us
Search Tips
ERIC Number: ED562958
Record Type: Non-Journal
Publication Date: 2013
Pages: 108
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-8338-7
Technology Training and Faculty Knowledge, Attitude, and Behavior: An Action Research Study
Guidice, Michael J.
ProQuest LLC, D.Ed. Dissertation, Capella University
The school district involved with this study has been successful in reaching Adequate Yearly Progress (AYP) as required by the No Child Left Behind Act of 2001. Since the target scores on the state's school assessment program are increasing to 100% proficiency in reading and mathematics by 2014, the school leadership must implement strategies to ensure the students' progress fulfills this requirement. They must make certain the faculty is offered professional development opportunities that improve their teaching strategies. The district leadership has committed significant amounts of time, space, and funding for technological resources, and they need to know whether or not the acquisition of these resources is justified. The leadership also needs to determine if the teachers are effectively using the technological resources available to them. An action research study was conducted to measure the impact of technology training on the faculty's attitude, knowledge, and behaviors in the classroom. This study not only attempted to address these questions, it also provided valuable feedback regarding professional growth opportunities and technology training. The participants were provided with the opportunity to attend trainings designed to enhance learning opportunities for their students, promote the use of technology in the classroom, and increase the level of efficiency in which faculty members complete daily tasks. The participants provided insight into their attitude, knowledge, and behaviors regarding technology by completing surveys before and after the training. The results of this study are useful for determining the effectiveness of technological resources, understanding how the faculty utilizes these resources, and providing suggestions for future professional development opportunities. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A