Author:
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages :

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Author: Gambu Wani Latio
Publisher:
ISBN: 9783659804113
Category :
Languages : en
Pages : 268

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Author: Samia A. Wahab
Publisher: Universal-Publishers
ISBN: 1599427044
Category :
Languages : en
Pages : 179

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There is a need to understand the factors correlating with teachers' instructional use of computers, because much of the present research focuses on students rather than teachers. This study examines several factors relating to the use of computers in the classroom by teachers. The factors examined include teacher attitudes, emotions, beliefs, and outside influences. This was done by a review of the present literature, administering two surveys, and analyzing the survey data. Questionnaires were distributed to faculty at five randomly selected high schools in a Midwest city participating in the study. Data from the survey was then examined to determine which factors correlate with teacher computer use in the classroom. The results of this study will help improve understanding of teachers' instructional computer use.

Author: Mohammed I. Isleem
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages :

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Abstract: This study determined the level of computer use for instructional purposes by technology education teachers in Ohio public schools. The study also investigated the relationships between the level of use and selected factors: expertise; access; attitude; support; and teacher characteristics. This study derived its theoretical framework from Rogers2 (1995) model of diffusion of innovations. A survey-correlation research design was used. A questionnaire was developed and mailed to all technology education teachers (N = 1170) in Ohio public schools in the 2002-2003 school year. Validity and reliability were established for the survey instrument. The return rate of the survey was 66%. Descriptive and inferential statistical techniques were used. The findings of this study indicated that technology education teachers have high levels of computer use in mainstream computer uses such as word processing, e-mail, Internet, and classroom management. Strong positive correlation existed between the level of computer use and teachers2 perceived expertise and teachers2 perceived attitude toward computers as tools. In addition, moderate positive correlation existed between the level of use and teachers' perceived access to computers. Multiple regression analysis indicated a positive predictive value toward computer use with the demographic characteristics of instructional experience and modular instructional method, and a negative predictive value with age and urban geographic location. The independent variables that explain the greatest amount of variation in the level of computer use were in order of predictive value: teachers2 perceived expertise, attitude, and access. Technology education teachers have high levels of computer use in mainstream applications and low levels of computer use in specialized applications. These levels of use are slightly lower than the state levels. Those teachers that possess expertise are the ones who use the computer for instructional purposes. Positive attitudes toward computers as tools provide a starting point for adoption of computer use. To increase computer use, technology education teachers need to be given more training. In-service training needs to be a top priority. Pre-service programs should include more courses in using computers as tools for teaching and learning.

Author: Kwang Hee Hong
Publisher:
ISBN:
Category :
Languages : en
Pages : 154

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Reviewing the relevant literature, this study proposes the spherical model of L2 teachers' integration of technology into the classroom as a means of summarizing multi-dimensional aspects of teachers' use of computer technology in the classroom. Drawing on this synthesized finding, two empirical studies are reported in chapters 2 and 3. For data collection, survey questionnaires were distributed to 454 secondary public school L2 teachers in 91 schools across 16 school districts in Franklin County, Ohio. A total of 200 teachers participated in the present study. Using logistic regression and multiple regression analysis, this study examined the relationship between individual teachers' prior technology education experience and their use of computer technology in the classroom in Chapter 2. Multilevel modeling was used in Chapter 3 as an analytical tool to examine the influence of school climate (overall teachers' technology education in a school) on individual teachers' use of computer technology in the classroom.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1236

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Author: Scott W. DeWitt
Publisher:
ISBN:
Category :
Languages : en
Pages : 254

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Author: Dean Goon
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 112

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The purpose of this study was to analyze data from Ohio schools and the frequency of use of educational technology, a teacher's comfort level using technology, and a teacher's beliefs about the effect of educational technology on teaching and learning based upon the school's Blue Ribbon award status. The study used an ex-post facto, quantitative comparative research design. The variables examined originated from an archival data set: the Ohio Biennial Educational Technology Assessment: 2011 (BETA 10-11). The research questions examined the differences between Blue Ribbon and Non-Blue Ribbon schools based on educational technology use, a teachers' comfort level with technology, and belief about the effect of educational technology on teaching and learning. The theoretical basis for the study is educational technology innovations and recognized high achievement in public schools. The Blue Ribbon School Program honors public and private elementary, middle, and high schools that are either preforming high academically or have improved student achievement to high levels, especially among disadvantaged students. The BETA (10-11) teacher survey on educational technology consisted of 117,575 teachers from K-12 public schools in Ohio. In the 2010-2011 school year, the state of Ohio had 11 public schools awarded the Blue Ribbon status. There was no significant difference between Blue Ribbon schools and Non-Blue Ribbon schools based upon the three educational technology characteristics.

Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776

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