Using the power of research to inform ICT integration in education

Debbie Beaudry (2011) Technology and Fifth Grade Teaching: a Study of Teacher Reported Classroom Practice, Professional Development, Access, and Support, A Dissertation Submitted to the Faculty of the College of Education in Partial Fulfillment of the Requirements of the Degree of Doctor of Philosophy Florida Atlantic University Boca Raton, FL December 2011

This mixed methods study investigated 5th-grade teachers’ reported use of computer technology and variables that have been identified by researchers as affecting teachers’ use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one computing environment, and the frequency that they received technical and instructional support. Information from the school district’s technology plan provided a context for the study.

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Comments on: "What affects teachers’ use of technology?" (1)

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