You are here:

Fostering Technology Integration Skills and Positive STEM Dispositions in Hawaii Middle School Science and Technology Teachers
PROCEEDINGS

, Institute for the Integration of Technology into Teaching & Learning, United States ; , , University of North Texas, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

Data gathered from 100-200 Hawaii teachers in each of the years 2010, 2011, 2012 and 2013 across 40 middle schools were analyzed to assess the impact of the Hawaii FIRST Pre-Academy Professional Development Program. STEM disposition and technology integration measures across participants in specific activities were found to be significantly higher (p < .05) than dispositions for teachers who did not participate. STEM dispositions for those who took part in the Hawaii FIRST activities tended to be positively correlated (p < .05) with stronger belief that these activities help retain teachers in general, and also specifically help retain the individual completing the survey. The types of activities supported by the Hawaii FIRST program appear to be successful in fostering the positive STEM dispositions in teachers that will encourage greater numbers of students to pursue STEM careers.

Citation

Christensen, R., Knezek, G. & Tyler-Wood, T. (2014). Fostering Technology Integration Skills and Positive STEM Dispositions in Hawaii Middle School Science and Technology Teachers. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1386-1393). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 25, 2021 from .

© 2014 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Bialo, E.R. & Sivin-Kachala, J. (1996). The effectiveness of technology in schools: A summary of recent research. School Library Media Quarterly, 25 (1), 51-57.
  2. Christensen, R. (1997). Effect of technology integration education on the attitudes of teachers and their students. Doctoral dissertation, University of North Texas. Dissertation Abstracts International 58 (11), P.4242.
  3. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.) New Jersey: Erlbaum.
  4. DeVellis, R.F. (1991). Scale development. Newbury Park, NJ: Sage Publications.
  5. Dwyer, D.C., Ringstaff, C., & Sandholtz, J.H. (1991). Changes in teachers' beliefs and practices in technology-rich classrooms. Educational Leadership, 48(8), 45-52. (ERIC Document Reproduction Service No. EJ 425 608).
  6. Griffin, D., & Christensen, R. (1999). Concerns-Based Adoption Model Levels of Use of an Innovation (CBAMLOU). Adapted from Hall, Loucks, Rutherford, & Newlove (1975). Denton, Texas: Institute for the Integration of Technology into Teaching and Learning.
  7. Hancock, R., Knezek, G., & Christensen, R. (2007). Cross-Validating Measures of Technology Integration: A First Step Toward Examining Potential Relationships Between Technology Integration and Student Achievement. Journal of Computing in Teacher Education, 24(1) 15-21.
  8. Knezek, G. & Christensen, R. (1998). Internal consistency reliability for the teachers’ attitudes toward information technology (TAT) questionnaire. In S. McNeil, J.D. Price, S. Boger-Mehall, B. Robin& J. Willis (Eds.) Technology and Teacher Education Annual 1998 – Vol. 2 (pp. 831-832). Charlottesville, VA: Association for the
  9. Osgood, C.E. (1962). Studies of the generality of affective meaning systems. American Psychologist, 17(1), 10-28. Tyler-Wood, T.L. Knezek, G., & Christensen, R. (2010). Instruments for Assessing Interest in STEM Content and Careers, Journal of Technology and Teacher Education, 18(2), 341-363.
  10. Zaichkowsky, J.L. (1985). Measuring the Involvement Construct. Journal of Consumer Research, 12, 341-352. Acknowledgement This research was supported in part by the U.S. National Science Foundation Innovative Technology Experiences for Students and Teachers (ITEST) Grants #0833706, #1030865 and #1312168.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections