An Exploration of Teacher Attitude, Skill, and Tools as Predictors for the Integration of Technology in the K-12 Classroom
PROCEEDINGS
Norma Velasquez-Bryant, University of Nevada, Reno, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The purpose of this study was to: (a) provide a descriptive analysis of the population for a rural school district in Northern Nevada, (b) determine a level of technology integration in the classroom, and (c) develop a model that can be used to predict whether a teacher will or will not integrate technology into the classroom. The Will, Skill, and Tools (WST) structural model of technology integration (Knezek & Christensen, 2000a) was incorporated and eight instruments measuring attitude (Will), proficiency (Skill), and level of access to technology (Tools) tested the technology integration component of the model. The findings in this study support the hypothesis that teachers, administrators, and students with positive attitudes toward computers and information technology, proficiency in using technology, and adequate access to computer resources including hardware, software, the World Wide Web, and training positively influence the integration of technology in the classroom.
Citation
Velasquez-Bryant, N. (2003). An Exploration of Teacher Attitude, Skill, and Tools as Predictors for the Integration of Technology in the K-12 Classroom. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 1127-1130). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 8, 2022 from https://www.learntechlib.org/primary/p/18114/.
Keywords
References
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