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Perceptions and Practice: The Relationship Between Teacher Perceptions of Technology Use and Level of Classroom Technology Integration

机译：感知与实践：教师对技术使用的感知与课堂技术整合水平的关系

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摘要

This correlational-predictive study investigated the relationship between teacher perceptions of technology use and observed classroom technology integration level using the Technology Uses and Perceptions Survey (TUPS) and the Technology Integration Matrix- Observation (TIM-O) instruments, developed by the Florida Center for Instructional Technology (FCIT) at USF. Anonymized data were obtained from FCIT that included 51 teachers from a Florida school district who completed the TUPS and were observed using the TIM-O. Linear regression was used to determine the overall relationship between perceptions and technology integration, as well as the overall predictive value of teacher perceptions on technology integration level. Both were found to be statistically significant; a low-moderate relationship existed between the TUPS and the TIM-O, and the TUPS was found to be a predictor of the TIM-O level. In addition, multiple regression was used to determine the relationship between each of the seven areas of the TUPS and the TIM-O level, as well as the predictive ability of each of the TUPS domains on the TIM-O level. Although none of the domains had a statistically significant relationship or predictive value, several subgroups had significant findings in the domains of confidence and comfort, and skills and usefulness. This study supports previous research in teacher perceptions and beliefs and furthers the research by including predictive relationships. Administrators, professional developers, and support staff can use these findings to target teacher professional learning opportunities in technology integration.
机译：这项相关性预测研究使用了佛罗里达中心（Florida Center for Center）开发的技术使用和知觉调查（TUPS）和技术集成矩阵观察（TIM-O）仪器，研究了教师对技术使用的看法与课堂技术集成水平之间的关系。 USF的教学技术（FCIT）。匿名数据来自FCIT，其中包括来自佛罗里达学区的51位教师，他们完成了TUPS，并使用TIM-O进行了观察。线性回归用于确定知觉和技术集成之间的整体关系，以及教师对技术集成水平的整体预测价值。两者均具有统计学意义； TUPS和TIM-O之间存在低中度关系，而TUPS被发现是TIM-O水平的预测因子。另外，使用多元回归来确定TUPS的七个区域中的每个区域与TIM-O水平之间的关系，以及每个TUPS域在TIM-O水平上的预测能力。尽管这些领域都没有统计学上的显着相关性或预测价值，但仍有几个亚组在信心和舒适度，技能和实用性方面有重要发现。这项研究支持以前关于教师认知和信念的研究，并通过纳入预测关系来进一步研究。管理员，专业开发人员和支持人员可以使用这些发现来确定技术集成中教师专业学习的机会。

著录项

  • 作者

    Sawyer, Laura M.;

  • 作者单位

    Southeastern University.;

  • 授予单位 Southeastern University.;
  • 学科 Educational technology.;Teacher education.;Education.
  • 学位 Ed.D.
  • 年度 2017
  • 页码 101 p.
  • 总页数 101
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 天文学;
  • 关键词

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