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The Influence of Teachers' Technology Use on Instructional Practices
ARTICLE

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Journal of Research on Technology in Education Volume 38, Number 4, ISSN 1539-1523

Abstract

This study investigated the relationship between technology use and skills and the use of constructivist instructional practices among teachers in rural schools. Teachers in this study responded to Moersch's instrument, the Levels of Technology Implementation (LoTi). The LoTi was administered to the fourth and eighth grade teachers in 11 school districts to determine if levels of classroom technology use and personal computer use predicted the use of constructivist instructional practices. Results indicate that there is a significant, positive relationship between both levels of classroom technology use and personal computer use and the use of constructivist instructional practices, with personal computer use being the strongest predictor. (Contains 3 tables and 3 figures.)

Citation

Rakes, G.C., Fields, V.S. & Cox, K.E. (2006). The Influence of Teachers' Technology Use on Instructional Practices. Journal of Research on Technology in Education, 38(4), 409-424. Retrieved April 23, 2019 from .

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Cited By

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  2. Web 2.0 in the Classroom: Student Practices, Teacher Perspectives

    Danielle Herro, University of Wisconsin, Madison, United States

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 2737–2742

  3. Exploring relationships between teacher technology concerns and classroom practices

    Glenda Rakes, The University of Tennessee, United States; Karee Dunn, The University of Memphis, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1519–1524

  4. Editorial: Networked Knowledge: Challenges for Teacher Education

    Peter R Albion, University of Southern Queensland, Australia; Cleborne Maddux, University of Nevada, Reno, United States

    Journal of Technology and Teacher Education Vol. 15, No. 3 (July 2007) pp. 303–310

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