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Impact of School Setting on Teacher Attitudes of Asynchronous Educational Communication Media
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, Colegio Karl C. Parrish, Colombia ; , Universidad Simon Bolivar, Colombia

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This quantitative study investigated the impact of school setting on perceptions and attitudes of K-12 public school teachers related to asynchronous communication learning tools in rural, suburban, and urban environments A survey of 2,203 school teachers in a Mid-Atlantic state revealed significant differences of perceived effectiveness dependent upon geographic location In particular, urban teacher perceptions of effectiveness were significantly lower than rural and suburban schools for each technology measured In addition, statistically significant differences were uncovered between suburban and rural schools Current teachers, administrators, and teacher educators may benefit from this insight to identify the most effective technologies, as well as provide a platform to increase teacher perceptions, in particularly those in the urban classroom

Citation

Kormos, E. & Julio, L. (2018). Impact of School Setting on Teacher Attitudes of Asynchronous Educational Communication Media. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 3755-3760). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 26, 2020 from .

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