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High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology

Hamady, Christopher M
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1564608421089315

Abstract Details

2019, Doctor of Philosophy, University of Toledo, Curriculum and Instruction.
Constructivism, a modern learning philosophy that focuses on a student’s experiences within the learning environment rather than on an instructor’s influence, can attribute its roots, in part, to the time of John Dewey: the early 1900s. While many educators espouse a belief and commitment to constructivist instructional design, few of them actively engage in its classroom implementation. A number of studies have taken place attempting to determine why teachers are not implementing constructivist-designed lessons in the classroom, and why teachers are not implementing computer technology tools at a “high level.” The literature investigates several factors that can potentially lead to both better integration of educational technology, and better instruction. The purpose of this study was to investigate a potential relationship between the experiences that high school teachers have with their district-assigned computers, and what effect, if any, those experiences had on their willingness to integrate computer technology into classroom instruction, as well as their beliefs surrounding the effectiveness of computer technology to enhance instruction and improve learning. Social constructivism was selected as the research theory for this study. The results show that there is no significant difference in faculty experiences with their computers based on the computing platform (operating system), and no difference regarding faculty’s willingness to integrate technology, or their beliefs about computer technology integration’s effectiveness to improve instruction. However, the Rasch analysis used in this study was able to determine what computing tasks faculty find easy to respond positively toward, and what tasks are difficult to respond to with positive affirmation. This information provides data that can measure computing task difficulty, and enable the creation of a strata of computing tasks that can be used to: assist with future studies regarding faculty technology integration, determine high-level technology skills and how best to structure professional development, and what computer technology tools might be best for constructivist-lesson design and implementation. Constructivist lessons focus on students creating their own learning, and this study data can help pinpoint relevant computing tasks that can assist with that end objective.
Berhane Teclehaimanot (Committee Chair)
Leigh Chiarlotte (Committee Member)
Mark Templin, (Committee Member)
Peter You (Committee Member)
106 p.
Educational Technology; Educational Theory
Mac PC Chrome computer platform classroom integration constructivist learning multimedia tools educational technology

Recommended Citations

Citations

  • Hamady, C. M. (2019). High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1564608421089315

    APA Style (7th edition)

  • Hamady, Christopher. High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology. 2019. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1564608421089315.

    MLA Style (8th edition)

  • Hamady, Christopher. "High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology." Doctoral dissertation, University of Toledo, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1564608421089315

    Chicago Manual of Style (17th edition)

toledo1564608421089315
295
© 2019, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.