Date of Conferral

2-6-2024

Date of Award

February 2024

Degree

Ph.D.

School

Education

Advisor

Loren Naffziger

Abstract

For teachers to increase their instructional abilities, it is imperative they are provided with instructional support and an engaging technological professional work environment. The need is particularly great for math teachers at low socioeconomic status (SES) schools. The purpose of this basic correlational quantitative study was to explore teachers’ attitudes about professional growth and leadership, digital age work and learning, and digital age learning experiences and assessments, and their level of technology integration for high school mathematics teachers in Title 1 low SES schools. Bandura’s social cognitive learning theory provided a framework for understanding self-efficacy and stages of teacher’s adoption of technology. Data were collected using the Levels of Technology Innovation Digital Age Survey instrument from a convenience sampling of 80 certified high school mathematics teachers from Title 1 low SES schools, who volunteered to participate. Descriptive statistical analysis of the data including multiple regression analysis was conducted to identify relationships and correlations. Key results indicated a statistically significant relationship between teachers’ attitudes toward digital-age work and learning, attitudes about professional growth and leadership, attitudes about digital citizenship and responsibility, attitudes about digital age learning experiences and assessments, and their level of technology integration. The study contributes to positive social change by providing stakeholders with the efficacy of professional development for teachers on technology integrated instructional curriculum to improve students’ academic achievement and provide them with 21st century skills for college and career.

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