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The impact of teacher attitudes on t...

Dartt, Michael D.

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The impact of teacher attitudes on technology use during instruction .

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The impact of teacher attitudes on technology use during instruction ./
作者:	Dartt, Michael D.
面頁冊數:	199 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .
Contained By:	Dissertation Abstracts International72-07A.
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3453926
ISBN:	9781124625638

The impact of teacher attitudes on technology use during instruction .
Dartt, Michael D.

The impact of teacher attitudes on technology use during instruction . - 199 p.

Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .

Thesis (Ed.D.)--Liberty University, 2011.

This collective, instrumental case study measured the impact of attitudes on the amount of time technology was used by three Algebra 2 teachers. The Theory of Planned Behavior (Ajzen, 1991) served as the theoretical framework. Data was collected through pre-observational surveys, classroom observations, and stimulated recall interviews. When common attitudes were discovered in participants, the amount of time that they used technology differed. Regarding the impact of attitudes on the amount of time spent using technology, results were mixed. In some instances attitudes had a profound influence, but in other circumstances they had none. There were cases where obstacles prevented the participants from using technology. Therefore, elements besides attitudes should be considered when determining why people neglect employing technology.

ISBN: 9781124625638Subjects--Topical Terms:

1035576
Education, Leadership.

The impact of teacher attitudes on technology use during instruction .
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520 $a This collective, instrumental case study measured the impact of attitudes on the amount of time technology was used by three Algebra 2 teachers. The Theory of Planned Behavior (Ajzen, 1991) served as the theoretical framework. Data was collected through pre-observational surveys, classroom observations, and stimulated recall interviews. When common attitudes were discovered in participants, the amount of time that they used technology differed. Regarding the impact of attitudes on the amount of time spent using technology, results were mixed. In some instances attitudes had a profound influence, but in other circumstances they had none. There were cases where obstacles prevented the participants from using technology. Therefore, elements besides attitudes should be considered when determining why people neglect employing technology.
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