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Will Online Instruction Affect Teachers’ Learning and Attitudes toward Technology Integration?
PROCEEDINGS
Yuliang Liu, Southern Illinois University, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This experimental study was designed to explore how online instruction in a graduate course affects K-12 teachers' learning performance and attitudes towards technology integration in schools. This study used a pretest-posttest control group design. Nineteen Participants in both the experimental group (online) and control group (traditional) were pretested and posttested with the Stages of Concerns (SoC) Questionnaire. Due to the unbalanced participants in the experimental and control groups, the nonparametric statistic procedure was used to examine the differences between two groups. The Mann-Whitney U test indicated that significant difference only existed in stage 2-personal stage in both raw score and percentile score between the online and traditional sections (Z = -2.32, p =. 02). That is, online instruction significantly promoted online learner's concern only in stage 2-personal stage. No significant difference was found in other stages in SoC questionnaire or in students' final grades between two groups. Implications for K-12 teacher education were proposed.
Citation
Liu, Y. (2005). Will Online Instruction Affect Teachers’ Learning and Attitudes toward Technology Integration?. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 2296-2299). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from https://www.learntechlib.org/primary/p/19419/.
Keywords
References
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