Measuring stages of teacher concern about instructional technology : a descriptive study of select Indiana elementary teachers' attitudes and beliefs

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dc.contributor.advisor Malone, Bobby G. en_US
dc.contributor.author Oliver, Brad E. en_US
dc.coverage.spatial n-us-in en_US
dc.date.accessioned 2011-06-03T19:29:37Z
dc.date.available 2011-06-03T19:29:37Z
dc.date.created 2003 en_US
dc.date.issued 2003
dc.identifier LD2489.Z64 2003 .O45 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/179220
dc.description.abstract The purpose of this study was to measure stages of teacher concern about the use of instructional technology in the elementary classroom. The study examined the role of instructional technology as a change innovation within the Concerns-Based Adoption Model (CBAM).Elementary schools selected for this study were identified through the Indiana Department of Education's School Technology Profile completed during the spring of 2000. Stages of Concern Questionnaires (SoCQ) were mailed and systematically distributed to teachers in each school during the fall of 2002. The SoCQ consisted of thirty-five Likert-scale items that asked respondents to rate statements concerning instructional technology on a five-point scale.Data obtained from the Stages of Concern Questionnaire were analyzed, summarized, and presented in narrative form. Tables were developed to report the data. The following conclusions were drawn based on the findings in the study:1. Change innovations exist as a developmental pattern consisting of personal feelings and perceptions that evolve as the change process unfolds.2. Instructional technology exists as a change innovation for Indiana elementary teachers.3. Concerns expressed by Indiana elementary teachers toward instructional technology exist with similar levels of intensity at seven developmental stages.4. Among Indiana elementary teachers, significant differences exist among teachers at the Information and Collaborative stage, Consequence and Collaboration stage, and Consequence and Refocusing stage.5. When examining years of teaching experience, significant differences exist among teachers at the Informational, Management, and Refocusing stages.6. Indiana elementary teachers who had previous teaching experiences as middle school and high school teachers expressed no significant differences in concern when levels of teaching experience were considered.7. Indiana elementary teachers expressed no significant differences in concern when stand-alone computers limited their access to instructional technology.8. Indiana elementary teachers expressed no significant differences in concern when computer access to the Internet was readily available.9. Indiana elementary teachers expressed significant differences in concern about instructional technology when specific models for teacher training were examined.10. Indiana elementary teachers expressed no significant differences in concern when school district mandates to use instructional technology in the classroom were examined. en_US
dc.description.sponsorship Department of Educational Leadership
dc.format.extent ix, 127 leaves : ill., facsims. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Educational technology -- Indiana -- Public opinion. en_US
dc.subject.lcsh Teachers -- Indiana -- Attitudes. en_US
dc.title Measuring stages of teacher concern about instructional technology : a descriptive study of select Indiana elementary teachers' attitudes and beliefs en_US
dc.title.alternative Stages of concern en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1259309 en_US


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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