عنوان

Relationship of teacher epistemic beliefs, perceived barriers to technology use, and integration of educational technology

Number

TL48139

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Relationship of teacher epistemic beliefs, perceived barriers to technology use, and integration of educational technology

General Material Designation

[Thesis]

First Statement of Responsibility

Rodney James Greer

Subsequent Statement of Responsibility

White, Lyle J.

Name of Publisher, Distributor, etc.

Southern Illinois University at Carbondale

Date of Publication, Distribution, etc.

2014

Specific Material Designation and Extent of Item

171

Text of Note

Committee members: Asner-Self, Kimberly; Fadde, Peter; Hickman, Larry; Koran, Jennifer

Text of Note

Place of publication: United States, Ann Arbor; ISBN=978-1-321-59987-9

Dissertation or thesis details and type of degree

Ph.D.

Discipline of degree

Educational Psychology

Body granting the degree

Southern Illinois University at Carbondale

Text preceding or following the note

2014

Text of Note

Teacher beliefs about the nature of the teaching and learning process help teachers frame or define the teaching task at hand, so in order to understand teaching and teacher decision-making from a teacher's perspective we need to understand the beliefs used to frame how they teach. This is true for teaching methods that integrate educational technology into the learning process. The specific purposes of this study were two-fold. The first purpose was to explore the relationship between teacher epistemic beliefs and how those beliefs affect teachers' implementation of educational technology. A second purpose was to explore the relationship between teacher epistemic beliefs and teacher perceived obstacles in their implementation of educational technology. The sample included 1,248 in-service teachers from all content areas in grades K through 12. The sample population was drawn from 31 school districts throughout Alabama that are representative of the school districts across the state. Data was collected on teacher epistemic beliefs, perceived barriers to the integration of educational technology in the classroom and implementation of educational technology in instruction. Structural equation modeling was used to determine whether epistemic beliefs have a direct effect on teachers' implementation of educational technology.

Epistemology; Educational psychology; Educational technology

Subject Term

Philosophy, religion and theology;Education;Teacher beliefs;Teacher-decision making;Technology

Perrier, Aurelie E.

White, Lyle J.

Subdivision

Educational Psychology

Southern Illinois University at Carbondale

Call Number

1660540592; 3684688

Electronic name

p

[Thesis]

276903

a

Y