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Integrating Instructional Technology in Educational Institutions: The Proper Role for Teachers
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Abstract

The nature of teachers' attitudes toward the integration of instructional technology and the social and psychological factors that contribute to their acceptance or rejection of such technology were examined in this study. The study used a naturalistic methodology--an emergent design that is useful in studies where the definition of issues is vague at the outset--by using structured interviews and the factor analysis of an attitude response form. Five professional public school educators with varying numbers of years of experience were interviewed. Based on the data collected in the interview phase, similar categories of data (called factors) were created and organized into a classification scheme to reflect the expressed sentiments of these educators about instructional technology. The Teacher Attitudes of Instructional Technology (TAIT) survey was developed from the interview reports and categorization of the factors. One hundred forty-six graduate education students (36 males, 110 females) completed the survey. The factor analysis resulted in the identification of five prevalent factors that influence the use of fully mediated instruction: (1) curriculum content; (2) extension of traditional methods; (3) integration of instructional technology; (4) teacher initiative; and (5) what teachers believe the future holds. In general, study findings indicated that most educators are excited about applying instructional technology in the classroom, that they want to be involved in both the development and application phases, and that they believe the use of instructional technology is appropriate for all content areas. (20 references) (CGD)

Citation

Aust, R. Integrating Instructional Technology in Educational Institutions: The Proper Role for Teachers. Retrieved January 19, 2020 from .

This record was imported from ERIC on March 21, 2014. [Original Record]

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