• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Assessing teachers' beliefs as predictors of technology integration: An application of the theory of planned behavior.
【24h】

Assessing teachers' beliefs as predictors of technology integration: An application of the theory of planned behavior.

机译：评估教师的信念作为技术集成的预测因素：计划行为理论的一种应用。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This study used a sequential, explanatory mixed methods design to assess how well teachers' behavioral beliefs (outcomes of the behavior and the evaluations of these outcomes, which produce attitude), normative beliefs (expectations of others and motivation to comply with these expectations, which results in subjective norm), and control beliefs (factors that may facilitate or impede performance of the behavior, which give rise to perceived behavioral control) predict technology integration in the classroom. The theory of planned behavior provided the theoretical framework for the study. The sample consisted of high school teachers in an urban school district in Illinois. A total of 38 teachers completed the quantitative phase of the study, and eight teachers completed the qualitative phase of the study. Quantitative data were collected via a 33-item questionnaire and qualitative data were collected via a 7-item survey, both administered through the online host Quia. Quantitative data were analyzed using correlation and regression analyses. Qualitative data were coded based on the constructs in the theory of planned behavior. This study found that teacher attitude, produced from behavioral beliefs, toward technology integration is the most significant predictor of the decision to integrate such technology. The findings of this study will assist stakeholders such as educational institutions and administrators who are mandated and inclined to encourage teacher integration of educational technology in the classroom.
机译：这项研究采用了顺序说明性的混合方法设计，以评估教师的行为信念（行为结果和对这些结果的评估，产生态度），规范性信念（对他人的期望和遵守这些期望的动机）的程度。结果会形成主观规范），控制信念（可能促进或阻碍行为表现的因素，会引起人们对行为的控制）会预测教室中的技术集成。计划行为理论为研究提供了理论框架。样本由伊利诺伊州城市学区的高中教师组成。共有38名教师完成了研究的定量阶段，八名教师完成了研究的定性阶段。通过33个项目的问卷调查收集定量数据，并通过7个项目的调查收集定性数据，二者均通过在线主持人Quia进行管理。使用相关和回归分析对定量数据进行了分析。根据计划行为理论中的构造对定性数据进行编码。这项研究发现，由行为信念产生的教师对技术集成的态度是决定集成此类技术的最重要的预测指标。这项研究的结果将有助于利益相关者，例如教育机构和行政人员，他们受权并倾向于鼓励教师在课堂上整合教育技术。

著录项

  • 作者

    Lamb, Tina R.;

  • 作者单位

    Northern Illinois University.;

  • 授予单位 Northern Illinois University.;
  • 学科 Education Technology of.
  • 学位 Ed.D.
  • 年度 2011
  • 页码 128 p.
  • 总页数 128
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号