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- W1551114913 abstract "Rachel Vannatta Reinhart, Advisor Despite technological advancements intended to enhance teaching and learning in the 21 century, numerous teacher and school factors continue to impede quality classroom technology use. Determining the effectiveness of educational technology is challenging and requires a detailed understanding of multifaceted, complex, contextual relationships. The purpose of this correlational study was to identify factors that predict quality classroom technology use and inform educators about effective technology integration. The researcher analyzed both Technology-Related (Risk-taking Behaviors and Comfort with Technology, Perceived Benefits of Using Technology in the Classroom, Beliefs and Behaviors about Classroom Technology Use, Teacher Support for Technology Use, Teacher Technology Proficiency, and Technology-Related Professional Development) and NonTechnology-Related (Teacher Self-Efficacy, Teaching Philosophy, Teaching Professionalism: Hours Beyond Contract, and Teaching Professionalism: Years Teaching Experience) variables in regard to Teacher, Student, and Overall Technology Use. Five research questions were developed to investigate factors of quality classroom technology use. This study relied primarily upon two frameworks to identify factors that predict and a method of measuring quality classroom technology use. Technological Pedagogical Content Knowledge (TPCK) is a conceptually-based theoretical framework for understanding the complex relationships between Technology, Pedagogy, and Content that pertain to classroom technology use. In addition, the study also utilized a framework, the Tiers of Technology" @default.
- W1551114913 created "2016-06-24" @default.
- W1551114913 creator A5077383105 @default.
- W1551114913 date "2009-01-01" @default.
- W1551114913 modified "2023-09-23" @default.
- W1551114913 title "Factors that Predict Quality Classroom Technology Use." @default.
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