The influences of information technology on diverse aspects of life in modern society have been observed by many scholars. These influences, however, are not as obvious in K–12 curriculum and instruction as they are in other aspects of modern life. The goal of this study was to explain the role of modern information technology in K–12 classrooms that allows educators to design curriculum and enhance instruction in a manner that reflects the emerging technology-rich sociocultural context. Qualitative data from multiple sources were analyzed. Two samples of research published in peer-reviewed journals were synthesized and one sample of K–12 educators who work in northern New England and were peer-nominated for their interest in using technology in their work was interviewed. The research questions explored the influence of information technology on throughout modern society and the curriculum and instruction in K–12 classrooms that reflect the sociocultural context. Technology acceptance, a measure of users' intention to continue to use information technology, is used to articulate a substantive theory for K–12 curriculum and instruction that reflects the capacity of modern information technology and the sociocultural context of that technology. The theory generated by this study indicates several lines of research that will lead to further understanding of technology acceptance in K–12 classrooms, including validation of technology acceptance the further deconstruction of technology acceptance in K–12 settings. The theory also indicates several actions that educators can take to create classrooms that are hypothesized to increase technology acceptance in K–12 settings. These actions include ensuring that curriculum and instruction practices are adapted to make use of evolving technology and ensuring that evolving technology is incorporated into curriculum and instruction.
|School Location:||United States -- Arizona|
|Source:||DAI-A 70/11, Dissertation Abstracts International|
|Subjects:||Instructional Design, Educational technology|
|Keywords:||Curriculum and instruction, Educational technology, Information technology, Instructional technology, K--12 curriculum, K-12, Technology acceptance|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be