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An Introductory Examination of Factors Influencing K-12 Teachers Perceptions and Use of Emerging Technological Tools in the Classroom
PROCEEDINGS

, , , , University of Central Florida, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

While the proliferation of emerging technological tools, such as Facebook, YouTube, and Linkedin, continues to emerge and evolve in all aspects of life, the ubiquity of these tools in the K-12 classroom has not evolved at the same pace as other aspects of society. This is problematic, as such tools offer numerous pedagogical benefits for both teachers and students. In this study, researchers will develop and test a research model that investigates K-12 teacher perceptions of the pedagogical benefits of emerging technological applications, use of emerging technological applications to supplement traditional in-class instruction, as well as factors influencing the decision by K-12 teachers to implement emerging technological applications in the classroom. The results of this study will help us understand factors important to teachers when deciding whether or not to use these tools, which will inform future preservice and inservice teacher preparation.

Citation

Kepple, M., Campbell, L.O., Hartshorne, R. & Herlihy, C. (2015). An Introductory Examination of Factors Influencing K-12 Teachers Perceptions and Use of Emerging Technological Tools in the Classroom. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2414-2416). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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