Despite growth in the elementary classroom, the level of technology adoption by some teachers falls short of levels sought by educational stakeholders. To address this disparity, the purpose of this correlational study was to identify if, and to what extent, a correlation exists between elementary teachers’ adult playfulness factor levels and their attitude toward technology in the teaching-learning process. The theoretical lenses of the technology acceptance model and the five-factor model of personality guided the research. A convenience sample of 106 teachers was drawn from California educational organizations who permitted their in-service kindergarten through fifth grade teachers to be invited to complete a web-based, self-reported survey. A significant, negative correlation was observed between the playfulness factor of creativity and teachers’ attitude toward technology in the teaching-learning process at the .05 error probability level (rs = -.20, p = .040), but not significant at the Benjamini-Hochberg correction critical value of .01, nor significant at the Bonferroni corrected error probability level of .01. Although no significant relationships between the variables were found, administrators and staff developers may find the potential relationship between an aspect of personality and technology attitude helpful in encouraging increased levels of technology adoption by considering teachers’ personal characteristics. Opportunities for future research and practice are discussed.
|Commitee:||Maderick, Joseph, Stimpson, Matt|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-B 80/03(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Psychology, Educational technology|
|Keywords:||Adult playfulness, Elementary teachers, Technology attitude|
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