Date of Conferral

2017

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Anissa Harris

Abstract

Based on an external school review, a large suburban high school outside a southeastern United States metropolitan area was not in compliance with state technology standards. The school leadership team concluded that because teachers were not effectively integrating technology for teaching, student achievement may have been negatively influenced. The purpose of this nonexperimental project study was to measure relationships among factors influencing degree of implementation of technology (ITC) in the classroom using Dewey's experiential theory with an emphasis upon constructivism as a theoretical framework. A modified survey, Technology and Professional Development Survey of Georgia High School Teachers, was distributed to all teachers in the local school (N = 109). The 8 research questions addressed the relationship between the dependent variable, Degree of ITC, and the independent variables: teacher disposition, instructional support, availability of technology, teacher collaboration, access and use of computers at home, teacher's level of education, number of years of teaching experience, and teacher participation in the Georgia Technology Initiatives. Using multiple regression and Chi-Square analysis, this quantitative investigation identified significant relationships between degree of ITC and both teacher disposition (B = .279, r = .473, p = .002) and instructional support (B = .249, r = .403, p = .012). These findings lead to professional development for increasing the use of technology for improving compliance with state technology standards, thus promoting positive social change through improved teaching and learning.

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