Investigating how teachers believe continuous computer technology support assists the integration of computer technology: A case study of public elementary school teachers
Jacqueline Renee Ashmore, The University of Memphis, United States
The University of Memphis . Awarded
The purpose of this study was to better understand how teachers believe continuous technology support assists their integration of computer technology in the classroom. This research provides an understanding of attitudes toward the integration of technology in the classroom and reveals teachers' perceptions about the connections between increased use of technology and student performance.
Forty-four teachers (K–5) from two urban schools participated in this study by completing screening questionnaires. Later in the study, six teachers (three from each school) were selected to participate in two in-depth interviews and one observation. Data from the screening questionnaires, interviews, observations, lesson plans, and researcher notes were analyzed to answer the questions in this research Quantitative and qualitative designs were used in this study.
The results of this study indicated that there is no significant difference between the two groups of teachers. The attitudes of teachers from both schools welcomed continuous technology support. There was some difference with the frequency of computer technology usage. A positive correlation between computer usage and technology support emerged from the data. Teachers who had continuous support tend to integrate technology more. Data indicated no significant difference between teacher's beliefs about increased use of technology and student performance.
The data from open-ended questions during the interview fell into live different categories. They were: (a) Technology Supporters, (b) Collaboration, (c) Actions after Integration, (d) Technology Beliefs about Student Performance, and (e) Present Computer Usage. These categories were grouped into 14 themes.
The following themes framed the study. Technology Supporters included (a) Technology coach and other co-workers, (b) Technology coordinator, and (c) Technology coordinator and students. Collaboration included (d) Co-workers and (e) Co-workers and friends. Actions after integration included (f) Lesson reflection and evaluation, (g) Display the work, and (h) Share with co-workers. Technology beliefs about student performance included (i) Performance, (j) Various ability levels, and (k) Use of critical thinking skills. Present computer usage included (l) Reinforce skills, (m) Presentation and research, and (n) Creative activities.
Ashmore, J.R. Investigating how teachers believe continuous computer technology support assists the integration of computer technology: A case study of public elementary school teachers. Ph.D. thesis, The University of Memphis.
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