Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
5-2013
Committee Chair or Co-Chairs
Virginia Foley
Committee Members
Donald Good, Bethany Flora, Aimee Govett
Abstract
The purpose of this quantitative study was to identify the combination of factors that pertain to the implementation of new technologies in the classroom. Specifically, the study was an analysis of the age of the teacher, years of teaching experience, quality of professional development, and teacher self-efficacy as defined by Bandura (1997) to examine the manner in which these factors relate to implementing new technologies in the classroom. Participants in this study were located in 2 different school districts in East Tennessee. All data were collected through an online survey distributed to K-5 teachers by way of email from school principals. The analysis of data was based on the responses of 124 teachers from these 2 school districts. Research revealed that teacher age, years of teaching experience, teacher gender, and the hours a teacher spent in technology professional development did not play a significant role in the self-efficacy by teachers. Findings also indicated that teacher age, years of teaching experience, teacher gender, and the hours spent in technology professional development did not play a significant role in the classroom technology use by teachers. However, the research indicated that the self-efficacy of teachers is significantly positively related to classroom technology use by teachers.
Document Type
Dissertation - unrestricted
Recommended Citation
Tweed, Stephanie Renee, "Technology Implementation: Teacher Age, Experience, Self-Efficacy, and Professional Development as Related to Classroom Technology Integration" (2013). Electronic Theses and Dissertations. Paper 1109. https://dc.etsu.edu/etd/1109
Copyright
Copyright by the authors.
Included in
Curriculum and Instruction Commons, Educational Psychology Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons