Date of Award
© 2015 Richard Green
Doctor of Education (EdD)
The purpose of this quantitative study was to explore the relationship between K-12 teachers’ current technology skill level, their self-efficacy as teachers, and their attitude toward changes required to integrate 21st-century technologies into their classrooms. Twenty-five members of the teaching staff from a rural School Department in Maine participated. This study describes the following: (a) What is the relationship between teachers’ current skills/ability using technology and their attitude towards integrating 21st-century technologies in the classroom? (b) What is the relationship between teachers’ current self-efficacy towards using technology, and their capacity towards integrating 21st-century technologies in the classroom? and (c) What components of professional development, measured through survey data, are required to support change and prepare teachers to successfully integrate 21st-century technologies in the classroom? This study evaluated data from two different needs-based professional development surveys that were designed to gather individual teacher input about their technology learning needs and which were correlated to formulate a hypothesis on teacher attitudes and current practices. Relevant organizational data was collected within the School Department. This study utilized a descriptive, quantitative method employing a non-experimental design that studied the phenomena of attitude toward change. The educational research was conducted for the purpose of describing and planning improvement related to a teachers’ current skills/ability using technology and their attitude towards integrating 21st-century technologies in the classroom. Using a Likert scale, variables within the cross-sectional surveys were identified and measured carefully to identify trends in the data.
Green, Richard A., "What Professional Development Practices Support The Successful Integration Of Technology Within A Standards-Based Educational (SBE) System" (2015). All Theses And Dissertations. 31.
Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Teacher Education and Professional Development Commons