Dissertation/Thesis Abstract

Teacher perceptions of factors influencing technology integration in k-12 schools
by Ames, Clarence W. M., M.S., Utah State University, 2016, 98; 10246612
Abstract (Summary)

Advancements in technology often make life easier, make processes easier, and increase efficiency. While this is true as much in the public school system as it is in other aspects of life, technology integration initiatives often struggle in K-12 schools. In its first year of implementation, one statewide technology initiative targeting personalized learning for mathematics resulted in significantly improved proficiency in mathematics for students with high technology usage, but over 90% of students had low usage. This year, which is year two of the initiative, I went into some of the classrooms in the Junior High with the highest technology usage to better understand what facilitates successful technology integration. Data were collected from six teachers and one administrator through interviews and observations. I also looked at factors such as change management, learning environment, and student motivation in order to understand the relationship of these factors to teacher perceptions of factors that influence technology integration. Though many influential factors emerged that all seemed highly interrelated, the most common theme that emerged across all factors was that letting teachers show each other how to use the technology to make life easier and improve learning for students may result in higher levels of technology integration.

Indexing (document details)
Advisor: Haderlie, Sheri
Commitee: Belland, Brian, Lignugaris-Kraft, Ben
School: Utah State University
Department: Instructional Technology
School Location: United States -- Utah
Source: MAI 56/03M(E), Masters Abstracts International
Subjects: Mathematics education, Middle School education, Educational technology
Keywords: Change management, Implementation, K-12 education, Professional learning community, Technology integration
Publication Number: 10246612
ISBN: 978-1-369-49098-5
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