Teacher Dispositions as Predictors of Classroom Technology Use

Rachel A. Vannatta · Nancy W. Fordham

396 citations0/0 files storedJournal of Research on Technology in Education

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Education and Technology Integration Teacher Education and Leadership Studies Education and Communication Studies

Abstract

This study examined various teacher dispositions that predict technology use among K–12 teachers. The Teacher Attribute Survey was administered to 177 K–12 teachers from six Northwest Ohio schools. This instrument measured a variety of teacher attributes, such as teacher self-efficacy, philosophy, openness to change, amount of professional development, and amount of technology use in the classroom. A forward multiple regression was conducted to identify the best combination of variables that predicts classroom technology use among K–12 teachers. Results indicate that the factor combination of amount of technology training, time spent beyond contractual work week, and openness to change best predicted classroom technology use.

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References

2003Educational Leadership 2002Elaborating a model of teacher professional growth 1986Staff Development and the Process of Teacher Change 1990Prospective teachers' sense of efficacy and beliefs about control.1990The Predictable Failure of Educational Reform 1990Constructivist Views on the Teaching and Learning of Mathematics 2001The District Role in Instructional Improvement

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