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Factors That Influence the Difference in the Levels of Technology Integration into the Schools’ Curricula.
PROCEEDINGS

, , Texas Tech, College of Education, Educational & Instructional Technology, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study examines the relationship between levels of technology integration into the schools' curricula by examining that variable with demographics, educator technology proficiency, and the amount of technology professional development by which educators are exposed. Sixty-one educators at a West Texas school district will participate in this study. Each will complete the self-reported School Technology and Readiness Chart (STaR Chart) and the Technology Proficiency Self-Assessment. Correlation. An analysis of variance is expected.

Citation

LeDoux, T. & Maushak, PhD, N. (2005). Factors That Influence the Difference in the Levels of Technology Integration into the Schools’ Curricula. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 3269-3274). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 8, 2022 from .

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