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Factors influencing elementary teachers' instructional use of computers
DISSERTATION

, University of Virginia, United States

University of Virginia . Awarded

Abstract

Factors that may be related to elementary teachers' instructional use of computers were examined in this study. 92% of teachers selected via systematic random sampling from a large urban school district in Virginia completed a survey that measured instructional computer use, skill, Self Efficacy, support and opportunity to perform. Principal component factor analyses with varimax rotation were used to identify constructs within each variable. Stepwise multiple regression analyses were then used to predict measures of instructional computer use from measure of skill, Self Efficacy, and support. Relationships between instructional computer use and opportunity to perform were also considered. Efficacy in ability to use computers in instruction and training on classroom integration strategies most closely related to effective instructional computer use while the number of students and computers per classroom was not found to be related to instructional computer use. The results suggest that those wishing to foster effective instructional computer use at the elementary level should implement inservice computer training that focuses on classroom integration strategies while simultaneously providing a supportive work environment that is conducive to the development of teachers' efficacy in using computers in instruction.

Citation

Dawson, K.M. Factors influencing elementary teachers' instructional use of computers. Ph.D. thesis, University of Virginia. Retrieved December 9, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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