Do School Levels Matter? How Elementary, Middle, and High School Teachers Differ in Their Perceptions and Use of Technology

Autor/inn/en	Dogan, Nihan A.; Dawson, Kara; Ritzhaupt, Albert D.
Titel	Do School Levels Matter? How Elementary, Middle, and High School Teachers Differ in Their Perceptions and Use of Technology
Quelle	In: Journal of Educational Technology Systems, 49 (2021) 4, S.432-460 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ritzhaupt, Albert D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.1177/0047239520961339
Schlagwörter	Elementary School Teachers; Middle School Teachers; High School Teachers; Teacher Attitudes; Technology Uses in Education; Technology Integration; Computer Attitudes; Differences; Educational Technology; Profiles; Florida + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterscheiden; Unterrichtsmedien; Charakterisierung; Profilanalyse
Abstract	This study used the Technology Use and Perceptions Survey to explore whether there are differences reported by teachers (N = 1,287) from elementary, middle, and high schools from a single school district. A two-step data analysis process using multivariate analysis of variance and item-by-item analysis of variance was employed. We used our analyses to generate profiles for elementary, middle, and high school teachers and draw comparisons across these profiles in our discussion. In particular, high school teachers reported the lowest perception of technology's value and the most infrequent use of technology integration strategies even though they reported their students used technology more frequently. Elementary teachers reported the most frequent use of technology integration strategies and the lowest satisfaction with the access and support they receive. This study supports the need for more research to adequately explore the role of school levels as these differences could provide important insights. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01