Teachers' Adoption of Technology in Classrooms: Does School Size Matter?
Hsin-Kai Wu, Ying-Shao Hsu, Fu-Kwun Hwang, National Taiwan Normal University, Taiwan
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study investigates the effects of school size on teachers' adoption of technology in classrooms. Using national survey data collected from 940 science and mathematics teachers at junior high schools in Taiwan, we employed factor analyses, log-linear analyses, and MANOVA techniques to examine interactions among school factors (school size and region) and teacher factors (use/non-use of educational technology, teaching practice, attitude, belief, and need). The results show a significant tendency for small school teachers in northern and southern regions to use technology for instruction. School size and technology use also had a simple interaction effect on teaching practice with technology. Teachers at small school tended to have positive attitude toward technology use. This study suggests that small schools provide a better environment for science and mathematics teachers to implement educational technology.
Wu, H.K., Hsu, Y.S. & Hwang, F.K. (2005). Teachers' Adoption of Technology in Classrooms: Does School Size Matter?. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2740-2747). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)