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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.
DOI
https://doi.org/10.18122/B2J98Q
Recommended Citation
Askin, Carol Annabel, "Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study" (2017). Boise State University Theses and Dissertations. 1240.
https://doi.org/10.18122/B2J98Q