The purpose of this quantitative study was to explore the relationship between K-12 teachers’ current technology skill level, their self-efficacy as teachers, and their attitude toward changes required to integrate 21st-century technologies into their classrooms. Twenty-five members of the teaching staff from a rural School Department in Maine participated. This study describes the following: (a) What is the relationship between teachers’ current skills/ability using technology and their attitude towards integrating 21st-century technologies in the classroom? (b) What is the relationship between teachers’ current self-efficacy towards using technology, and their capacity towards integrating 21st-century technologies in the classroom? and (c) What components of professional development, measured through survey data, are required to support change and prepare teachers to successfully integrate 21st-century technologies in the classroom? This study evaluated data from two different needs-based professional development surveys that were designed to gather individual teacher input about their technology learning needs and which were correlated to formulate a hypothesis on teacher attitudes and current practices. Relevant organizational data was collected within the School Department. This study utilized a descriptive, quantitative method employing a non-experimental design that studied the phenomena of attitude toward change. The educational research was conducted for the purpose of describing and planning improvement related to a teachers’ current skills/ability using technology and their attitude towards integrating 21st-century technologies in the classroom. Using a Likert scale, variables within the cross-sectional surveys were identified and measured carefully to identify trends in the data.
","abstract_html":"<p>The purpose of this quantitative study was to explore the relationship between K-12 teachers’ current technology skill level, their self-efficacy as teachers, and their attitude toward changes required to integrate 21st-century technologies into their classrooms. Twenty-five members of the teaching staff from a rural School Department in Maine participated. This study describes the following: (a) What is the relationship between teachers’ current skills/ability using technology and their attitude towards integrating 21st-century technologies in the classroom? (b) What is the relationship between teachers’ current self-efficacy towards using technology, and their capacity towards integrating 21st-century technologies in the classroom? and (c) What components of professional development, measured through survey data, are required to support change and prepare teachers to successfully integrate 21st-century technologies in the classroom? This study evaluated data from two different needs-based professional development surveys that were designed to gather individual teacher input about their technology learning needs and which were correlated to formulate a hypothesis on teacher attitudes and current practices. Relevant organizational data was collected within the School Department. This study utilized a descriptive, quantitative method employing a non-experimental design that studied the phenomena of attitude toward change. The educational research was conducted for the purpose of describing and planning improvement related to a teachers’ current skills/ability using technology and their attitude towards integrating 21st-century technologies in the classroom. Using a Likert scale, variables within the cross-sectional surveys were identified and measured carefully to identify trends in the data.</p>","abstract_has_math":false,"creators":["Green, Richard A."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Carol Holmquist","Michelle Collay","Michael Cormier"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-08-01T07:00:00Z","date_published":"2015-08-01T07:00:00Z","updated_at":"2026-07-24T05:21:05Z","subjects":["Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/31","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carol Holmquist","Michelle Collay","Michael Cormier"]},{"key":"dc:creator","label":"Author","values":["Green, Richard A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-08-31T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/31"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this quantitative study was to explore the relationship between K-12 teachers’ current technology skill level, their self-efficacy as teachers, and their attitude toward changes required to integrate 21st-century technologies into their classrooms. Twenty-five members of the teaching staff from a rural School Department in Maine participated. This study describes the following: (a) What is the relationship between teachers’ current skills/ability using technology and their attitude towards integrating 21st-century technologies in the classroom? (b) What is the relationship between teachers’ current self-efficacy towards using technology, and their capacity towards integrating 21st-century technologies in the classroom? and (c) What components of professional development, measured through survey data, are required to support change and prepare teachers to successfully integrate 21st-century technologies in the classroom? This study evaluated data from two different needs-based professional development surveys that were designed to gather individual teacher input about their technology learning needs and which were correlated to formulate a hypothesis on teacher attitudes and current practices. Relevant organizational data was collected within the School Department. This study utilized a descriptive, quantitative method employing a non-experimental design that studied the phenomena of attitude toward change. The educational research was conducted for the purpose of describing and planning improvement related to a teachers’ current skills/ability using technology and their attitude towards integrating 21st-century technologies in the classroom. Using a Likert scale, variables within the cross-sectional surveys were identified and measured carefully to identify trends in the data.
"]},{"key":"dc:title","label":"Title","values":["What Professional Development Practices Support The Successful Integration Of Technology Within A Standards-Based Educational (SBE) System"]}]}],"canonical_facts":{"dc:contributor":["Carol Holmquist","Michelle Collay","Michael Cormier"],"dc:creator":["Green, Richard A."],"dc:date.available":["2015-08-31T07:00:00Z"],"dc:description.abstract":["The purpose of this quantitative study was to explore the relationship between K-12 teachers’ current technology skill level, their self-efficacy as teachers, and their attitude toward changes required to integrate 21st-century technologies into their classrooms. Twenty-five members of the teaching staff from a rural School Department in Maine participated. This study describes the following: (a) What is the relationship between teachers’ current skills/ability using technology and their attitude towards integrating 21st-century technologies in the classroom? (b) What is the relationship between teachers’ current self-efficacy towards using technology, and their capacity towards integrating 21st-century technologies in the classroom? and (c) What components of professional development, measured through survey data, are required to support change and prepare teachers to successfully integrate 21st-century technologies in the classroom? This study evaluated data from two different needs-based professional development surveys that were designed to gather individual teacher input about their technology learning needs and which were correlated to formulate a hypothesis on teacher attitudes and current practices. Relevant organizational data was collected within the School Department. This study utilized a descriptive, quantitative method employing a non-experimental design that studied the phenomena of attitude toward change. The educational research was conducted for the purpose of describing and planning improvement related to a teachers’ current skills/ability using technology and their attitude towards integrating 21st-century technologies in the classroom. Using a Likert scale, variables within the cross-sectional surveys were identified and measured carefully to identify trends in the data.
"],"dc:identifier":["https://dune.une.edu/theses/31"],"dc:subject":["Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Teacher Education and Professional Development"],"dc:title":["What Professional Development Practices Support The Successful Integration Of Technology Within A Standards-Based Educational (SBE) System"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:05Z"}