TITLE

Contextual and Psychological Predictors of Instructional Technology Use in Rural Classrooms

AUTHOR(S)
Littrell, Annette B.; Zagumny, Matthew J.; Zagumny, Lisa L.
PUB. DATE
December 2005
SOURCE
Educational Research Quarterly;Dec2005, Vol. 29 Issue 2, p37
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Studies have shown that standealone technology courses, such as those taught in most teacher education programs, only develop basic computer literacy skills and do not prepare educators to use instructional technology in the classroom. A 14-item questionnaire assessed instructional technology usefor classroom management and instructional development among a stratified random sample ofK-12 teachers in four rural, Middle Tennessee schools. A total of 168 inservice teachers completed the study questionnaire. Results supported the hypothesis that teachers were using instructional technology primarily for classroom management tasks. Access to technology, State technology utilization grant recipients, and teachers' computer self-efficacy signjflcantly predictediT utilization. Results are discussed in the current social context ofIT infusion through education and recommendations concerning K- 12 IT use are offered
ACCESSION #
19283886

 

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