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Experimental Effects Of Online Instruction On K-12 Teachers' Concerns About Technology Integration
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, , , SOUTHERN ILLINOIS UNIVERSITY, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

This study investigates the experimental effects of online instruction in a graduate research methods course on K-12 teachers' concerns about technology integration. The concerns of twenty-three K-12 teachers regarding technology integration were measured using the Stages of Concern Questionnaire (SoC) both before and after completing an online course. The concerns were measured along seven dimensions: awareness, informal, personal, management, consequence, collaboration, and refocusing. Significant changes in all seven dimensions were found after the teachers' participation in a graduate online course. Discussion includes important implications for K-12 teacher education programs and suggestions for further research in this area.

Citation

THEODORE, P., LAVELLE, E. & Liu, Y. (2003). Experimental Effects Of Online Instruction On K-12 Teachers' Concerns About Technology Integration. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2418-2422). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 5, 2024 from .

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References

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