Identifier

etd-07072010-232250

Degree

Doctor of Philosophy (PhD)

Department

Educational Theory, Policy, and Practice

Document Type

Dissertation

Abstract

This study is primarily designed to address the relationships between teachers’ beliefs, attitudes, anxiety, perceptions and barriers with respect to their use of technology in promoting students’ learning. Unlike most previous studies of technology integration, this study is conducted at a gender specific, technology-rich, religious-based private school. In addition the study aims at identifying the various levels of technology adoption of teachers in this technology rich school environment and potentially suggesting “why or why not” the different levels are observed. Teachers in general nationwide have increased their technology integration and adoption over the past five years, although they still do not have access to technology they need to use technology fully in their instruction. However for the school currently under research, the technology integration trend goes as far back as a decade well before the enactment of the “No Child Left behind” (NCLB) act of 2001. While teachers in general nationwide continue to use traditional sources for their technology training, they also continue to perceive and experience moderate barriers that prevent their use of technology. Data collection for this study included surveys, interviews and document reviews for teachers and administrators. The results from this study indicate that the level of technology adoption by the teachers is inversely related to “barriers experienced when using technology” and “anxiety towards the use of technology.” The study also revealed that both school support and school environment positively make an impact on the level of technology adoption by the teachers into their instructions.

Date

2010

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Kennedy, Eugene

DOI

10.31390/gradschool_dissertations.816

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