Technology Skills and Concerns toward Technology Integration
Ronald Stammen, North Dakota State University, United States ; Louella Aronson, Dickinson State University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study investigated differences in technology skills and stages of concern toward technology integration regarding 7,153 K-12 educators in North Dakota. The focus was completion of an electronic portfolio for meeting the requirements of No Child Left Behind, Public Law 107-110. The extrinsic barriers and intrinsic barriers affecting technology integration in schools were examined to understand why some teachers became technology integrationists while other teachers remained non-users. The study found there were no significant differences for the portfolio users and non-users between technology integration skills versus the extrinsic barriers such as (1) teaching experience; (2) school size; (3) education levels; and (4) professional development involvement. These results indicated that extrinsic barriers did not interfere with teachers obtaining technology skills and a teacher's technology skill level was not a deciding factor for teachers completing the electronic portfolio.
Stammen, R. & Aronson, L. (2008). Technology Skills and Concerns toward Technology Integration. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 2235-2242). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).