Abstract

This collective, instrumental case study measured the impact of attitudes on the amount of time technology was used by three Algebra 2 teachers. The Theory of Planned Behavior (Ajzen, 1991) served as the theoretical framework. Data was collected through pre-observational surveys, classroom observations, and stimulated recall interviews. When common attitudes were discovered in participants, the amount of time that they used technology differed. Regarding the impact of attitudes on the amount of time spent using technology, results were mixed. In some instances attitudes had a profound influence, but in other circumstances they had none. There were cases where obstacles prevented the participants from using technology. Therefore, elements besides attitudes should be considered when determining why people neglect employing technology.

Citation

Dartt, M.D. The impact of teacher attitudes on technology use during instruction. Ph.D. thesis, Liberty University. Retrieved July 3, 2022 from https://www.learntechlib.org/p/124585/.

This record was imported from ProQuest on October 23, 2013. [Original Record]

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Keywords

• Administration Education
• Attitudes
• Leadership Education
• Technology of Education