Technology and secondary English educators: A study of perceived competence, use, access, desire for training, and software value
Ann Crawford Cunningham, University of South Carolina, United States
University of South Carolina . Awarded
A Technology Skills Questionnaire was mailed to secondary English teachers in public schools in South Carolina. 222 teachers with less than 4 years of experience and 210 teachers with four or more years of teachers responded after two mailings for a return rate of 66%. Teachers rated their perceived level of proficiency at technology tasks, rated softwares by value, indicated accessibility to technology software and hardware, identified sources of technology exposure and experience, and indicated training desires.
ANOVA procedures were performed on the dependent variables of technology competence, basic recognition, PC skills, basic productivity, instructional integration, visual media, telecommunications, multimedia and independent variables of school location, school size, and grade taught. Chi Square tests were performed on the dependent variables of desire training, desire for training in specific software/hardware items, and the independent variable years of experience. Frequencies were determined for software value, technology access, technology exposure and technology experience sources.
It was found that teachers from both samples perceived their technology skills as average. Teachers agreed that word processing and desktop publishing software applications were the most valuable types of software to their instruction. Although most secondary English teachers were exposed to technology by means of their own self-study, these teachers indicated that their technology experience was most often guided by a colleague or friend. Ninety-five percent of the respondents indicated a desire for training to increase personal knowledge and 96% indicated a desire for training for re-certification credit. There was a significant decrease in desire for teachers with more than 25 years of experience. Although desire for training was high, the respondents appeared unable to determine the technology applications they wanted to be trained to use. There was a significant decrease in the desire for training in grade management software after 25 years of teaching experience. There is a need to develop effective technology training programs for secondary English educators.
Cunningham, A.C. Technology and secondary English educators: A study of perceived competence, use, access, desire for training, and software value. Ph.D. thesis, University of South Carolina. Retrieved March 21, 2019 from https://www.learntechlib.org/p/128812/.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com