The purpose of this study was to investigate the technology use and attitude toward technology usage in the classroom among new teachers working in high-poverty, low-performing school districts in the state of New Jersey. The study extended upon previous work that examined how different factors affect classroom technology use. A total of 228 teachers completed a web-based survey. One-way ANOVA, Scheffe post-hoc and Pearson product moment correlation tests were conducted with the data. Results reflected a significant relationship between teacher experience and technology use, between age and technology use, and between education level and technology use (p < .05). No significant relationship was found between teacher tenure and technology use or between teacher experience and attitude toward technology ( p > .05). A major recommendation from this study is that research continues into why teachers fail to integrate technology into their curriculum, not simply that they do.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 72/10, Dissertation Abstracts International|
|Keywords:||Education, Educational technology, Instructional technology, Teacher technology use, Technology integration, Urban education, Urban schools|
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