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ERIC Number: ED566057
Record Type: Non-Journal
Publication Date: 2014
Pages: 160
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-0746-9
Impact of Technology on Teacher Efficacy and Instruction Time
VanderNoor, Jeffrey Michael
ProQuest LLC, Ed.D. Dissertation, California State University, Fresno
In light of the emerging emphasis on interpreting technology, this study investigated how teachers' technology self-efficacy influenced their use of technology in the classroom technology use. The secondary purpose was to examine the extent teacher technology self-efficacy was related to instructional time. The study findings answered questions of technological perceived effectiveness and perceived value from both the educator's point of view and the learner's viewpoint. Study participants (N =18) were sixth-grade teachers in three school districts in Northern, Central, and Southern California. The study sought to answer the following research questions: To what extent is perceived ease of use and usefulness related to instruction time? To what extent is teacher technology self-efficacy related to instruction time? The questions investigated used descriptive statistics and the analysis of means, standard deviations, minimums, and maximums. A Pearson Product Correlation was computed to examine the relation to the variables in each research question. The major findings of the study were that in the analysis of perceived ease of use and usefulness descriptive statistics showed the teachers had a positive mean score for all items and/or behaviors of at least 6.0, which is between 6 (quite likely) and 7 (most likely). Furthermore, the technology self-efficacy survey items rated the teachers at a high level of confidence with a mean scaled score of 4.0 or higher. In other words, the teacher's level of confidence with technology self-efficacy was between 4 (agree) and 5 (strongly agree). Correlational results indicated that there was a moderate positive correlation (r = 0.663), with a strong significance (p<0.01, p = 0.003) between the total score from the teacher self-efficacy and the total score from the teacher perceived ease of use survey. In other words, a majority of the teachers felt positive about their use of technology and they perceived the iPad to be useful in their classroom. [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: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California