Access Type

Open Access Dissertation

Date of Award

1-1-1999

Degree Type

Dissertation

Degree Name

Ph.D.

Department

Instructional Technology

First Advisor

Dr. Rita Richey

Abstract

This study examined the predictors of computer use by teachers in a semi rural school district. The variables examined were intended personal use of computers, intended use of computers for classroom instruction, and intended use of computers for classroom management. One hundred and forty six teachers at four elementary schools, one middle school, and one high school were surveyed. Three instruments previously published in the literature were combined to form a self reporting survey questionnaire for this study: Computer Attitude Scale developed by Loyd and Gressard, Self-Efficacy Scale developed by Sherer, et al. and Innovativeness Scale (IS) by Hurt, Joseph and Cook. The results of this study indicated that younger, less experienced teachers with a higher level of educational attainment and greater self-reported computer ability are more likely to demonstrate a greater appreciation for computer usefulness and computer liking. These teachers are more likely to intend to use computers for personal use, classroom instruction, and classroom management. High degrees of self-efficacy and innovativeness were not found to be significant predictors of teacher use of computers. Elementary school teachers were found to indicate a greater appreciation for computer usefulness than high school or middle school teachers, and to intend to use computers for classroom instruction. Professional development activities for teachers may be designed from a constructivist perspective, and based on research findings related to adult learning theory. Other variables, such as participation in professional development, personal development, and teachers' current educational status may be topics for additional research.

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