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ERIC Number: EJ1098583
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 22
An Exploratory Study on K-12 Teachers' Use of Technology and Multimedia in the Classroom
Martin, Florence; Carr, Marsha L.
Journal of Educational Technology, v12 n1 p7-14 Apr-Jun 2015
21st century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What technology do teachers use in the classroom; 2) How often do teachers use technology/multimedia in the classroom; 3) How do teachers integrate technology/multimedia in their lessons; 4) What are some of the tools teachers use to create multimedia; and 5) Where do teachers learn to use to create multimedia? The study utilized a survey method to determine the types of multimedia technologies teachers routinely integrated in the classroom. Research data from 701 practicing K-12 teachers is reported in this study. Desktop computers, Laptops and Smartboards were the top three technologies that were being used in the classroom. PowerPoint was still the most popular tool for creating multimedia followed by YouTube, which was used by about half of the respondents in this study. This study has implications for teachers, teacher educators and school administrators who make decisions on technology integration in the classroom.
Descriptors: Multimedia Instruction, Multimedia Materials, Technology Uses in Education, Incidence, Educational Technology, Educational Practices, Technology Integration, Information Sources, Teacher Surveys, Teacher Attitudes, Educational Resources, Teaching Methods, Elementary School Teachers, Secondary School Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Elementary Education; Secondary Education
Authoring Institution: N/A