Technology is increasingly present in American homes and offices and in nearly every form of American entertainment. As a result, U.S. society has become dependent on technology. Most Americans' daily routine consists of frequent interactions with electronic gadgets, interfaces, and computers in order to purchase goods online, meet people, and work. Therefore, to some extent, U.S. schools should mimic the current social environment by using technology as an educational tool. The global environment demands that students have 21st-century technology skills. Today's students learn using different modalities that require various accommodations in the classroom setting. Teachers play a pivotal role in fully preparing and engaging students. Thus, it is important to identify what factors influence teachers' decision to integrate current technology educational tools in the classroom.
The purpose of this study was to determine the strength of the relationships, if any, between teachers' demographics, use of current technological tools, attitudes, professional development, and rate and stage of technology adoption/integration. A survey instrument created by Buckenmeyer was modified and updated to reflect the technologies used in the classroom. Five elementary urban public schools and 133 teachers in Newark, New Jersey, participated in the study. Their responses were used to determine the relationships between various factors and the rate and stage of technology adoption/integration.
Significant correlations were found between technology adoption/integration and each of the categories— especially teachers' beliefs and attitudes and professional/staff development. Various items in each category were found to be significantly correlated with technology adoption/integration, including teachers' belief that they are better teachers with technology and addressing students' learning styles. Additionally, mean scores showed strong agreement with the desire to participate in professional/staff development workshops on how to integrate current technology educational tools into the instruction, especially into the new English language arts and math curricula in Newark Public Schools.
Based on the strength and significance of the correlations and mean scores, there were three recommendations for stakeholders regarding the factors that influence teachers' decision to integrate current technology educational tools into the classroom: (a) improve teachers' belief in and attitudes toward the use of current technology educational tools; (b) provide continuous, technology-infused professional development opportunities that align with the current literacy and math curricula; and (c) provide current technology educational tools such as hardware, learning software, and Web 2.0.
|Commitee:||Clayton, James, Doria, Joseph V., Jr., Hammett III, John E.|
|School:||Saint Peter's University|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 76/02(E), Dissertation Abstracts International|
|Subjects:||School administration, Elementary education, Teacher education, Educational technology|
|Keywords:||21st century skills, Current educational technology tools, Factors influencing, Teachers, Technology integration, Web 2.0 tools|
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