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ERIC Number: ED570096
Record Type: Non-Journal
Publication Date: 2016
Pages: 120
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3397-7238-7
ISSN: N/A
Technology Predictors of Inquiry-Based Teaching: An Examination of Two K-12 1:1 Pilots
Theis, Jennifer Lee
ProQuest LLC, Ed.D. Dissertation, Bowling Green State University
The purpose of this study was to examine the relationship of technology use and facilitation of inquiry-based teaching across the curriculum through the implementation of a one-to-one technology pilot. This study also explored which technology related factors (Teacher Tech Use, Student Tech Use, Tech Barriers, Teacher Comfort) best predict the use of inquiry-based teaching methods with students. Additionally, there was an examination of changes (pre-post) in the use of inquiry-based methods as a result of the one-to-one pilot. Data were collected using a pretest and posttest 1:1 Teacher Survey developed by the Center for Assessment and Evaluation Services at Bowling Green State University. Participants were 80 teachers from two Northwest Ohio school districts who participated in a one-to-one pilot during the 2012-2013 school year. Three research questions guided this study. Descriptive statistics were used to analyze Research Question 1 which examined if Teacher Tech Use, Student Tech Use, Tech Barriers, and/or Tech Comfort related to a teachers use of inquiry-based teaching methods. Teacher Tech Use and Teacher Comfort were both strongly related pre and post with regards to a general one-item inquiry-based learning item and an inquiry-based subscale. Multiple Regression was utilized to analyze Research Question 2 which examined if Teacher Tech Use, Student Tech Use, Tech Barriers, and Tech Comfort predicts a teachers use of inquiry-based teaching methods with students. The data revealed that Teacher Tech Use was the only significant predictor of a teacher use of inquiry-based teaching methods. Finally, a t-test of related samples was used to analyze Research Question 3 which examined if a one-to-one technology program for students significantly increased the use of inquiry-based teaching methods. The piloting of one-to-one in both districts was limited to approximately a six month time period. The data concluded that the one-to-one pilot did not reveal an increase in a teachers use of inquiry-based teaching methods with students. Pre survey revealed that teachers were already using inquiry-based teaching methods on a regular basis prior to the one-to-one pilot. Based upon the results, three main conclusions were drawn: 1) Teacher Tech Use and Tech Comfort relate to a teachers use of inquiry-based teaching methods; 2) Teacher Tech Use was the single factor that best predicts a teachers use of inquiry-based teaching methods; 3) after six months, a one-to-one initiative does not significantly increase a teachers use of inquiry-based teaching methods. [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 Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio