Dissertation/Thesis Abstract

Teachers' motivation to integrate technology: A study of expectancy-value, perceived instrumentality, and prosocial goals
by Nelson, Lee, Ph.D., The University of Oklahoma, 2011, 111; 3488211
Abstract (Summary)

Research suggests that technology integration can improve student achievement and attitudes towards school and learning (Englert, Zhao, Collings, & Romig, 2005; Kulik, 2003; Martindale, Pearson, Curda, & Pilcher, 2005). However, much of the research that has examined technology use in schools has revealed that there is a disappointing lack of integration, and frequent and meaningful technology use is not the norm (Barron, Kemker, Harmes, & Kalaydjian, 2003; Becker, 2006; Wozney, Venkatesh, and Abrami, 2006; Zhao & Frank, 2003). This study used a correlational design and an online self-report survey of 197 PreK-12 teachers to investigate the relationships between teachers' technology use and their motivation to use technology. Teachers' expectancy of success, intrinsic valuing, utility valuing, and perceived instrumentality of technology were related to the frequency of their own use at school. Teachers' expectancy of success with technology and their beliefs about their responsibility for teaching students about technology were related to the frequency of teacher-directed student technology use.

Indexing (document details)
Advisor: Ge, Xun
Commitee: Crowson, Howard M., Cullen, Theresa, Greene, Barbara, Lim, Doo H., Miller, Raymond
School: The University of Oklahoma
Department: Department of Educational Psychology
School Location: United States -- Oklahoma
Source: DAI-A 73/04, Dissertation Abstracts International
Subjects: Educational psychology, Educational technology
Keywords: Expectancy-value, Instrumentality, Integration, Motivation, Prosocial goals, Technology, Technology integration
Publication Number: 3488211
ISBN: 9781267080738
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