Teachers' Propensity to Use Technology for Instruction
James Telese, Janice Butler, University of Texas, Brownsville, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this study was to develop and validate an instrument designed to measure teachers’ attitudes and beliefs toward technology integration in the classroom. In this article, the importance of teacher beliefs and attitudes toward technology integration in actual practice will be discussed. In addition, the steps used to develop and validate an instrument to measure attitudes and beliefs will be detailed. The survey was administered to 995 teachers in a district that initiated a technology integration program. The 23 item survey measures their attitudes and propensity for integrating technology. An exploratory factor analysis was conducted that indicated three factors, Positive Propensity for Integrating Technology, Negative Propensity for integrating Technology, and Professional Concerns. Results of the survey and factor analysis will be presented.
Telese, J. & Butler, J. (2015). Teachers' Propensity to Use Technology for Instruction. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3450-3459). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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