Dissertation/Thesis Abstract

The Relationship Between Teacher Perceptions of Technology Use in the Classroom and Administrator Observations of the Level of Technology Integration
by Messinger, Gary R., Jr., Ed.D., Shippensburg University, 2019, 88; 27834211
Abstract (Summary)

School leaders are spending time and money to provide educators with the professional development and resources to use technology in their classrooms (Ertmer et al., 2012). These investments would indicate that school administrators believe it will have an impact on student learning. Despite these investments and the potential benefits of technology, technology use that impacts student learning is still not widely seen in schools (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012).

The purpose of this research was to examine the relationship between teacher perceptions of technology use and the observed level of technology integration in kindergarten through fifth grade classrooms. The researcher used a correlational research approach to determine if a relationship exists between teacher perceptions and level of integration and if so, the extent that the variables are related. Pearson correlations were calculated to examine this relationship. The data produced two significant results. The first was the correlation between the overall Technology Uses and Perceptions Survey (TUPS) composite score and the Technology Integration Matrix (TIM-O) level. The second significant result was the correlation between the integration domain of the TUPS and the TIM-O level.

The results of this study suggest that professional development that specifically targets teacher beliefs about technology integration would have a more effective impact than professional development on specific resources. Focusing professional development on teacher perceptions of technology integration may lead to higher-level usage of technology instead of frequent but lower-level usage.

Indexing (document details)
Advisor: Dreon, Oliver
Commitee: Kubasko, Wendy, Shettel, Jennifer
School: Shippensburg University
Department: Educational Leadership and Special Education
School Location: United States -- Pennsylvania
Source: DAI-A 82/4(E), Dissertation Abstracts International
Subjects: Educational technology, Educational administration, Educational psychology
Keywords: Teacher perception, Administrator observation, Technology integration
Publication Number: 27834211
ISBN: 9798684652332
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