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OHIO SCIENCE TEACHER'S PERCEPTIONS OF FACTORS RELATED TO IMPLEMENTING COMPUTERS FOR INSTRUCTIONAL USE

SHIVERDECKER, TERESA A.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029356497

Abstract Details

2002, EdD, University of Cincinnati, Education : Curriculum and Instruction.
The primary goal of this study was to investigate Ohio science teachers' perceptions of nine components that are related to the implementation of computers for instructional use. The components were Administrative Support, Technical Support, Collegial Support, Parent/Community Support, Training, Time, Teacher Efficacy, Access, and Attitude Toward Computers for Instruction. Secondary goals included the examination of correlations between the teachers' stage of use and their perceptions of the nine components, correlation of their level of satisfaction with the extent to which they use computers and their perceptions of the components, and a comparison of the perceptions of teachers at different stages of use. Data were collected through 124 questionnaires that were sent to a randomly selected sample of 260 Ohio science teachers. Data analysis consisted of an evaluation of whole group means for each component, a comparison of group means for each component by stage of use, correlations between stage of use and each component, and a regression analysis to identify which components would be good predictors of the stage of use a teacher might reach. The data analysis indicated that teachers were positive to neutral for the nine components. There were several strong correlations between stage of use and the perceptions held by the teachers. Analysis also indicated that there are notable differences between the perceptions of the components for teachers at higher stages of use and teachers at lower stages of use. Several conclusions were drawn from this study. The first and most important conclusion is that administrators are a critical key in the implementation of computers as instructional tools. Secondly, the teacher's attitude toward the use of computers as instructional tools is an important factor in the implementation of computers as instructional tools. Third, there are differences between the perceptions of teachers who have reached advanced stages of use and teachers who are at lower stages of use.
Dr. Piyush Swami (Advisor)
161 p.
educational technology; administrative support; attitude toward computers; science teachers; implementation of computers

Recommended Citations

Citations

  • SHIVERDECKER, T. A. (2002). OHIO SCIENCE TEACHER'S PERCEPTIONS OF FACTORS RELATED TO IMPLEMENTING COMPUTERS FOR INSTRUCTIONAL USE [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029356497

    APA Style (7th edition)

  • SHIVERDECKER, TERESA. OHIO SCIENCE TEACHER'S PERCEPTIONS OF FACTORS RELATED TO IMPLEMENTING COMPUTERS FOR INSTRUCTIONAL USE. 2002. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029356497.

    MLA Style (8th edition)

  • SHIVERDECKER, TERESA. "OHIO SCIENCE TEACHER'S PERCEPTIONS OF FACTORS RELATED TO IMPLEMENTING COMPUTERS FOR INSTRUCTIONAL USE." Doctoral dissertation, University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029356497

    Chicago Manual of Style (17th edition)

ucin1029356497
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© 2002, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.