{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc3316"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc3316","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills","abstract":"This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator training alternatives. A survey was distributed to compare preservice educators, inservice educators, and professional development personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills? (2) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by age? (3) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by total hours of instruction? (4) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by locus of control? All groups were measured for similarities and differences in preferences on credit classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. In addition, those training preferences were cross-referenced with age, training hours, and the locus of control personality factor. MANOVAs and post-hoc analyses were performed for each major research question as well as trends in the data were examined. This study indicated that the most effective training methods were technical support, peer support, and credit courses. The least effective training methods were online help, printed documentation, workshops, and computer labs. Age, amount of training hours, and locus of control score did not provide as much information as did educator type when predicting training preference. Based on the findings of this study, it is recommended that educator training programs be revamped to include the methods that the educators themselves have affirmed as effective for learning technology integration skills. This assures that teachers are prepared to integrate technology into the curriculum and students are prepared for a technological society.","abstract_html":"This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator training alternatives. A survey was distributed to compare preservice educators, inservice educators, and professional development personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills? (2) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by age? (3) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by total hours of instruction? (4) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by locus of control? All groups were measured for similarities and differences in preferences on credit classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. In addition, those training preferences were cross-referenced with age, training hours, and the locus of control personality factor. MANOVAs and post-hoc analyses were performed for each major research question as well as trends in the data were examined. This study indicated that the most effective training methods were technical support, peer support, and credit courses. The least effective training methods were online help, printed documentation, workshops, and computer labs. Age, amount of training hours, and locus of control score did not provide as much information as did educator type when predicting training preference. Based on the findings of this study, it is recommended that educator training programs be revamped to include the methods that the educators themselves have affirmed as effective for learning technology integration skills. This assures that teachers are prepared to integrate technology into the curriculum and students are prepared for a technological society.","abstract_has_math":false,"creators":["Robinson, Linda Marie McDonald"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Knezek, Gerald","Mortensen, Mark","Allen, Jeff M."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-12","date_published":"2002-12","updated_at":"2026-07-24T05:34:52Z","subjects":["Educational technology.","Teachers -- Training of.","technology integration","staff development","teacher training","inservice","preservice","educators"],"languages":["English"],"rights":["Public","Copyright","Robinson, Linda Marie McDonald","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 52061479","https://digital.library.unt.edu/ark:/67531/metadc3316/","ark: ark:/67531/metadc3316"],"render_values":[{"text":"oclc: 52061479","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc3316/","href":"https://digital.library.unt.edu/ark:/67531/metadc3316/","code":true},{"text":"ark: ark:/67531/metadc3316","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc3316","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Knezek, Gerald","Mortensen, Mark","Allen, Jeff M."]},{"key":"dc:creator","label":"Author","values":["Robinson, Linda Marie McDonald"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2002-12"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational technology.","Teachers -- Training of.","technology integration","staff development","teacher training","inservice","preservice","educators"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Robinson, Linda Marie McDonald","Copyright is held by the author, unless otherwise noted. All rights reserved."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 52061479","doi: 10.12794/metadc3316","https://digital.library.unt.edu/ark:/67531/metadc3316/","ark: ark:/67531/metadc3316"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator training alternatives. A survey was distributed to compare preservice educators, inservice educators, and professional development personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills? (2) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by age? (3) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by total hours of instruction? (4) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by locus of control? All groups were measured for similarities and differences in preferences on credit classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. In addition, those training preferences were cross-referenced with age, training hours, and the locus of control personality factor. MANOVAs and post-hoc analyses were performed for each major research question as well as trends in the data were examined. This study indicated that the most effective training methods were technical support, peer support, and credit courses. The least effective training methods were online help, printed documentation, workshops, and computer labs. Age, amount of training hours, and locus of control score did not provide as much information as did educator type when predicting training preference. Based on the findings of this study, it is recommended that educator training programs be revamped to include the methods that the educators themselves have affirmed as effective for learning technology integration skills. This assures that teachers are prepared to integrate technology into the curriculum and students are prepared for a technological society."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills"]}]}],"canonical_facts":{"dc:contributor":["Knezek, Gerald","Mortensen, Mark","Allen, Jeff M."],"dc:creator":["Robinson, Linda Marie McDonald"],"dc:date":["2002-12"],"dc:description":["This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator training alternatives. A survey was distributed to compare preservice educators, inservice educators, and professional development personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills? (2) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by age? (3) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by total hours of instruction? (4) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by locus of control? All groups were measured for similarities and differences in preferences on credit classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. In addition, those training preferences were cross-referenced with age, training hours, and the locus of control personality factor. MANOVAs and post-hoc analyses were performed for each major research question as well as trends in the data were examined. This study indicated that the most effective training methods were technical support, peer support, and credit courses. The least effective training methods were online help, printed documentation, workshops, and computer labs. Age, amount of training hours, and locus of control score did not provide as much information as did educator type when predicting training preference. Based on the findings of this study, it is recommended that educator training programs be revamped to include the methods that the educators themselves have affirmed as effective for learning technology integration skills. This assures that teachers are prepared to integrate technology into the curriculum and students are prepared for a technological society."],"dc:format":["Text"],"dc:identifier":["oclc: 52061479","doi: 10.12794/metadc3316","https://digital.library.unt.edu/ark:/67531/metadc3316/","ark: ark:/67531/metadc3316"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Robinson, Linda Marie McDonald","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Educational technology.","Teachers -- Training of.","technology integration","staff development","teacher training","inservice","preservice","educators"],"dc:title":["Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills"],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:34:52Z"}