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Four variables involved in teachers' integrating technology behaviors: A case study of a school in a Michigan school district
DISSERTATION

, Eastern Michigan University, United States

Eastern Michigan University . Awarded

Abstract

Integrating technology into schools relies on teachers' effectively integrating technology behaviors. Two sets of factors interact and influence the behaviors. One is the technical feature of technology that defines the learning and inventing nature of the integrating technology behaviors. The other one is the social condition of the integrating technology behaviors that influences teachers' will and ability to perform the integrating technology behaviors. This single-site case study was used to investigate, through a pioneer school's integrating technology process, what is the nature of teachers' integrating technology behaviors and what social-organizational factors drive and facilitate teachers' integrating technology behaviors. Combining technical, political, organizational and cultural perspectives, a theoretical framework was developed to guide the study. Theoretical sampling, observation, interview, and document analysis were used to collect data. A systemic model with four contributing factors emerged from the study. They were: patterns of teachers' integrating technology behaviors, institutional expectations for teachers' integrating technology behaviors, organizational support for teachers' integrating technology behaviors, and classroom adjustment of teachers' integrating technology behaviors. Constructs of these four variables were grounded from the data. The context and implications of the factors were also discussed.

Citation

Li, Y. Four variables involved in teachers' integrating technology behaviors: A case study of a school in a Michigan school district. Ph.D. thesis, Eastern Michigan University. Retrieved April 24, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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