Dissertation/Thesis Abstract

Teachers’ Self-Reported Levels of Confidence regarding the Impact of Web 2.0 Tools in High School Classrooms to Enhance Teaching, Improve Learning, and Increase Productivity
by Hensley, Joseph D., Ed.D., Tennessee State University, 2019, 158; 27546953
Abstract (Summary)

A major concern in high school classrooms around the world today is that teachers are not actively using free online resources, known as Web 2.0/OER technological tools. Teaching with technology in the high school classroom is out-of-date, but teachers are not always aware of the unlimited online resources at their disposal. The purpose of this study was to examine high school teachers’ perceptions of their level of confidence to use Web 2.0/OER technological tools and integrate these tools into classrooms. Additionally, the study aimed to determine if differences existed in high school teachers’ perceptions of their level of confidence to use Web 2.0/OER technological tools to enhance teaching, improve learning, and increase productivity, when considering school district. Furthermore, the study aimed to determine if differences existed in high school teachers’ perceptions of their level of confidence to integrate Web 2.0/OER technological tools into their classrooms, when considering school district. Using a quantitative research design with descriptive statistics, this study included a target population of 61 high school teachers in three rural school districts in southeastern Tennessee: Van Buren, Bledsoe, and Putnam. The independent variables were the school districts, and the dependent variables were the responses on the cross-sectional survey instrument entitled Web 2.0 Tools Integration and Self-Efficacy (DoBell, 2013; Pan & Franklin, 2011). Results of the Pearson chi-square test showed no statistically significant difference in teachers’ level of confidence when using Web 2.0 tools (blogs, wikis, podcasts, social networking sites, image/photo sharing sites, and course management systems) in teaching between school districts.

Indexing (document details)
Advisor: Respress, Trinetia
Commitee: Melton, Robbie K., Finch, Janet, Johnson, Owen
School: Tennessee State University
Department: Educational Administration
School Location: United States -- Tennessee
Source: DAI-A 81/9(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational administration, Educational technology, Secondary education
Keywords: Confidence, High school, learning, Productivity, Teaching, Web 2.0
Publication Number: 27546953
ISBN: 9781658489263
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