| dc.contributor |
Jason Osborne, Committee Member |
|
| dc.contributor |
Denis Gray, PhD, Committee Chair |
|
| dc.contributor |
Roger Mitchell, Committee Member |
|
| dc.contributor |
Jason Allaire, Phd, Committee Member |
|
| dc.creator |
Shattuck, Dominick C. |
|
| dc.date |
2010-04-02T19:17:01Z |
|
| dc.date |
2010-04-02T19:17:01Z |
|
| dc.date |
2009-03-25 |
|
| dc.date.accessioned |
2023-02-28T17:07:23Z |
|
| dc.date.available |
2023-02-28T17:07:23Z |
|
| dc.identifier |
etd-01032009-074106 |
|
| dc.identifier |
http://www.lib.ncsu.edu/resolver/1840.16/5639 |
|
| dc.identifier.uri |
http://localhost:8080/xmlui/handle/CUHPOERS/265532 |
|
| dc.description |
The field of educational technology is continually looking to more precisely understand the relationship between leadership, technology-related beliefs, technology resources, supportive environment and technology implementation in classrooms. Previous research has identified relationships between these factors. However, the types of predictors examined, the quality of the dependent variables used and the sophistication of the statistical tools used have sometimes been lacking. This research evaluated these factors within the context of the IMPACT project a three-year technology-enrichment intervention. Utilizing the last year of the data from this project, this cross-sectional study used structural equation modeling (SEM) to investigate the causal relationship between leadership, beliefs, technology resources, supportive environment and technology implementation, which is divided into planning, instruction and student use in classrooms. Differentiating technology implementation is an important contribution of this research as previous studies focused on a particular technology and a specific type of application. We found that teachers’ beliefs about technology had the strongest positive relationship with technology implementation. Leadership was found to indirectly influence technology implementation through teachers’ their beliefs about technology. When developing technology based interventions, policy makers should include evidence of the technology’s effectiveness to influence teachers’ beliefs about that technology. This study provides a unique look at technology implementation using a large scale intervention with a comparison group and differentiated forms of technology implementation. |
|
| dc.rights |
I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis
sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee.
I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I
retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
|
| dc.subject |
teachers |
|
| dc.subject |
technology |
|
| dc.subject |
computers |
|
| dc.subject |
implementation |
|
| dc.subject |
SEM |
|
| dc.subject |
comparison group |
|
| dc.subject |
schools |
|
| dc.subject |
treatment |
|
| dc.title |
Measuring the Relationship between Individual and Contextual Variables with Technology Implementation: Analyses of Year Three - IMPACT Project |
|