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Technology Use of Hispanic Bilingual Teachers: A Function of Their Beliefs, Attitudes and Perceptions on Peer Technology Use in the Classroom
ARTICLE

Journal of Instructional Psychology Volume 31, Number 3, ISSN 0094-1956

Abstract

This study describes survey responses of 103 bilingual elementary school teachers along the southmost borderlands of Texas and Mexico. The teachers responded to items regarding their (1) beliefs about and utilization of technology when incorporating cultural components, (2) general attitudes toward technology and self-efficacy towards utilizing technology, and (3) perceptions about their peers' utilization of technology. A stepwise multiple linear regression analysis was employed to measure teacher technology use. The total variance explained was 50.6 percent (adjusted R[superscript 2] = 0.506, R = 0.738, p less than 0.05). Means, standard deviations and standard errors of means statistics are presented. Results indicate that the use of technology is a function of the bilingual teachers' beliefs, attitudes, and the extent to which their colleagues use technology in the classroom. (Contains 6 tables.)

Citation

Simonsson, M. (2004). Technology Use of Hispanic Bilingual Teachers: A Function of Their Beliefs, Attitudes and Perceptions on Peer Technology Use in the Classroom. Journal of Instructional Psychology, 31(3), 257-266. Retrieved October 1, 2020 from .

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