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ERIC Number: ED566023
Record Type: Non-Journal
Publication Date: 2014
Pages: 233
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-9829-3
The Relationship of Faculty Demographics and Attitudes toward Technology Integration
McKinley, Brian Michael
ProQuest LLC, Ed.D. Dissertation, Walden University
Stakeholders in a midsized rural high school district were concerned that faculty failure to integrate educational technologies into instruction was adversely affecting student performance as measured by recent state mandated test scores. The purpose of this study was to determine if relationships existed between faculty age, gender, tenure, and overall attitude toward technology, and the implementation of technology into classroom instruction. Dewey's and Knowles' theories of adult learning were used as theoretical frameworks because they emphasize the practical application of knowledge in the transfer of learning. The research design was a one-time cross-sectional survey of teachers within the district. The data were collected using the Levels of Technology Implementation survey extended to include 5 additional questions about attitude towards technology developed using existing literature and consultation with experts. The convenience sample was comprised of 103 volunteer respondents at 3 midsized rural high schools. Analysis of the data utilized Pearson's correlation coefficients, independent samples "t"-tests, ANOVAs, and ANCOVAs. Findings indicated that technology implementation in classroom instruction for this group is generally deficient. No significant relationships between faculty age, gender, and tenure and technology implementation existed, but attitude toward technology proved to be a significant factor for increased technology implementation into classroom instruction. These findings led to the creation of a professional development program to increase the impact of technology on the transfer of learning. Increasing faculty expertise in implementing instructional technology into classroom instruction will lead to greater innovation in the classroom and improved student outcomes. [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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A