Abstract
Technology Adoption for Use in Instruction by Secondary Technology Education Teachers
Highlights
We have come a long way from using just desktop PCs in the 1980s to using a wide variety of technology for instructional purposes such as the Internet, the iPod, blogging, laptop computers, podcasting, e-learning platforms (e.g., Moodle, Blackboard), interactive whiteboards with video-capture technology, streaming videos, and using iPod as a digital notebook
Do selected variables explain a significant proportion of the variance in teachers’ technology adoption? The variables used in the regression analysis were the teachers’ technology anxiety level, perceived barriers to technology adoption, technology resources available to the teacher, training sources used, age, years teaching experience, and gender
No statistically significant differences were found between the means by response mode for these variables; the data were considered representative of the population and the mail and phone follow-up responses were combined for further analyses
Summary
We have come a long way from using just desktop PCs in the 1980s to using a wide variety of technology for instructional purposes such as the Internet, the iPod, blogging, laptop computers, podcasting, e-learning platforms (e.g., Moodle, Blackboard), interactive whiteboards with video-capture technology, streaming videos, and using iPod as a digital notebook. The variables used in the regression analysis were the teachers’ technology anxiety level, perceived barriers to technology adoption, technology resources available to the teacher, training sources used, age, years teaching experience, and gender. To determine if the responses were representative of the population and to control for non-response error, inferential t-tests were used to compare the scale means of the technology adoption, barriers to technology integration, and technology anxiety scales for those responses received during the phone followup to those received by mail as recommended by Gall, Gall, and Borg (2002) These scales are described in the instrumentation section below and these scales were selected for non-response analysis because they were the primary variables of interest in the study. All scales possessed exemplary reliability according to the standards for instrument reliability for Cronbach's alpha by Robinson, Shaver and Wrightsman (1991)
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