Publication Date

5-2017

Date of Final Oral Examination (Defense)

12-2-2016

Type of Culminating Activity

Dissertation - Boise State University Access Only

Degree Title

Doctor of Education in Educational Technology

Department

Educational Technology

Major Advisor

Ross Perkins, Ph.D.

Advisor

Jui-long Hung, Ed.D.

Advisor

Dazhi Yang, Ph.D.

Abstract

Although the modern world is one of technology, technology is still minimally integrated and frequently used at lower levels in many schools. Despite the recent focus on the 21st-century skills of communication, collaboration, creativity, and critical thinking, technology use in classrooms seems to have stalled. Through this mixed methods case study, the researcher sought to explore the impact that teachers’ perceptions, attitudes, and beliefs have on classroom technology integration practices. It is anticipated that by gaining a better understanding of this complex relationship, there may be a greater appreciation for why more teachers are not using computer technology in ways advocated in the literature. Moreover, this may enable educators to facilitate a better alignment between research, practice, and beliefs in order to provide more effective ways of supporting and documenting teacher change. Results from this study showed that there is a strong positive relationship between computer efficacy, teacher efficacy, and the integration of classroom technology. Results also showed there is evidence that student-centered classroom approaches positively influence how what, and when teachers decide to integrate technology into their classrooms and curriculum. Through this case study, the researcher provided a roadmap for larger scale investigations on this topic.

Share

COinS