Dissertation/Thesis Abstract

Exploring K-8 Teacher Educational Technology Use: An Instrument Development Study
by Strange, Melody, Ed.D., Piedmont College, 2018, 253; 13421990
Abstract (Summary)

There is a need in today's classroom for consistent educational technology use to increase student achievement in the areas of critical thinking, creativity, problem solving, communication, and collaboration with others. By identifying factors affecting educational technology use, steps can then be taken to provide conditions conducive to increasing educational technology use in the classroom, and specifically in the K-8 general education classroom. Without an existing instrument to explore factors affecting educational technology use in the K-8 general education classroom, an instrument containing 26 Likert items, 2 supply items, and demographic information was designed.

Exploratory factor analysis (EFA) was utilized to analyze data collected from school systems across the United States. This study revealed three factors influencing K-8 general education teachers' use of educational technology including: Teacher Technology Efficacy, Technology-related Resources, and Beliefs About Educational Technology.

A comparison of teacher participants indicating high teacher technology efficacy with teacher participants indicating low teacher technology efficacy and educational technology use was also employed. Teacher participants with high teacher technology efficacy reported more educational technology use than those indicating low teacher technology efficacy.

Indexing (document details)
Advisor: Rambo, Lynn
Commitee: Lucado, Charles, Murphy, Mary S.
School: Piedmont College
Department: Education
School Location: United States -- Georgia
Source: DAI-A 80/06(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Elementary education, Educational technology
Keywords: Exploratory factor analysis, Instrument design, Teacher technology efficacy
Publication Number: 13421990
ISBN: 978-0-438-80125-7
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