An Examination of U.S. Secondary Teachers' Concerns in Adopting Learning Management Systems

Autor/in	Lochner, Bianca
Titel	An Examination of U.S. Secondary Teachers' Concerns in Adopting Learning Management Systems
Quelle	(2014), (329 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-1493-8
Schlagwörter	Hochschulschrift; Dissertation; Secondary School Teachers; Educational Technology; Correlation; Management Systems; Models; Questionnaires; Regression (Statistics); Social Change; Teacher Attitudes; Teacher Characteristics; Technological Literacy; Prediction; Faculty Development; Stages of Concern Questionnaire + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Korrelation; Analogiemodell; Fragebogen; Regression; Regressionsanalyse; Sozialer Wandel; Lehrerverhalten; Technisches Wissen; Vorhersage
Abstract	Teacher concerns play an important role in the adoption of new technologies in educational settings. The purpose of this nonexperimental, correlational study was to examine the type of concerns secondary teachers have regarding the adoption of a learning management system (LMS) using the concerns-based adoption model. A sample of 206 full-time secondary teachers working in U.S. public secondary schools that have adopted an LMS were randomly selected to complete the Stages of Concern questionnaire. Descriptive statistics were used to identify the stages of concern teachers are currently at with regards to the LMS adoption. Bivariate and inferential statistics revealed relationships between secondary teachers' concerns and selected teacher data variables: (a) demographic characteristics such as age, gender, teaching experience, degree, grade level and subject taught; and (b) technographic characteristics such as instructional technology experience, experience with the LMS, type and duration of LMS professional development, and self-reported level of LMS use. Results from the logistic regression analyses revealed that selected demographic and technographic variables can predict, individually and in combination, secondary teachers' concerns with regards to the LMS adoption. The study contributes to enabling positive social changes in that it provides information for use and reference in implementing an LMS to support learning and teaching in secondary educational institutions and organizations nationwide. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01