Abstract

The purpose of this quantitative descriptive survey research was to assess and describe the effect of technology training on career and technical education (CTE) teachers’ perceptions of computer self-efficacy and technology practices in a vocational school district in New Jersey. CTE schools prepare future citizens and workers for the challenges of a global technological society. Technology training is crucial to the success of CTE teachers who have the daunting task of better educating students and developing the highly technical skills and problem-solving abilities of workers to compete in the global marketplace. A purposive sample of 84 teachers who attended technology training in the district completed technology-based surveys and six teachers agreed to participate in an interview and classroom observation. Triangulation of the findings of the surveys, interviews, and classroom observations helped to validate the methods and lend important insights to CTE leaders on the effectiveness of technology training. Findings indicated that CTE teachers are using technology in the classroom, but not implementing at levels consistent with developing the higher order thinking and problem-solving skills of students. A practical suggestion for technology training designs included the use of adult learning theories and constructivism for improving the levels of technology implementation among CTE teachers. Recommendations of the study targeted annual technology assessments, post-secondary collaborative partnerships, and supportive leadership to address the needs and concerns of teachers.

Citation

Johnson-Martin, P. The effect of training on teacher's computer self-efficacy and technology practices: A descriptive study. Ph.D. thesis, University of Phoenix. Retrieved August 7, 2024 from https://www.learntechlib.org/p/127862/.

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

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Keywords

• Teacher Training Education
• Technology of Education
• vocational education