{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4325"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4325","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Educators' Technology Level of Use and Methods for Learning Technology Integrations.","abstract":"The purpose of this study was to describe technology learning methods that teachers attend and perceive as effective. The goal was to provide district personnel data that may be utilized when planning for more effective technology staff development. This study examined (1) the methods of learning instructional technology that are being utilized by teachers and administrators and (2) why these methods are being utilized in two Texas school districts. Data was collected from educators via an online survey consisting of demographics, technology training methods, level of technology use (CBAM 1 item), stages of adoption and technology level of use (LoTi, 50-item). Educators with different technology levels of use (high, low) differed on their perceptions and utilization of technology training methods. Specifically, educators with different technology levels of use differed in their perceptions of independent online help, and learning through trial and error technology training methods. Results from the study showed that educators tended to use the technology training method that they perceived as most effective. Educators tended to utilize learning by trial and error, peer support, and technology personnel support the most frequently for learning technology integration Educators' in the study had varying technology levels of use based on their educator categories. Administrators tended to score much higher than both elementary and secondary teachers on their technology levels of use. Participants gave a variety of reasons for utilizing certain technology training methods most frequently. The most popular reason was that the method fit into their time schedule followed by the location of the training. The least given reason was that it was the best method for learning the technology skill.","abstract_html":"The purpose of this study was to describe technology learning methods that teachers attend and perceive as effective. The goal was to provide district personnel data that may be utilized when planning for more effective technology staff development. This study examined (1) the methods of learning instructional technology that are being utilized by teachers and administrators and (2) why these methods are being utilized in two Texas school districts. Data was collected from educators via an online survey consisting of demographics, technology training methods, level of technology use (CBAM 1 item), stages of adoption and technology level of use (LoTi, 50-item). Educators with different technology levels of use (high, low) differed on their perceptions and utilization of technology training methods. Specifically, educators with different technology levels of use differed in their perceptions of independent online help, and learning through trial and error technology training methods. Results from the study showed that educators tended to use the technology training method that they perceived as most effective. Educators tended to utilize learning by trial and error, peer support, and technology personnel support the most frequently for learning technology integration Educators' in the study had varying technology levels of use based on their educator categories. Administrators tended to score much higher than both elementary and secondary teachers on their technology levels of use. Participants gave a variety of reasons for utilizing certain technology training methods most frequently. The most popular reason was that the method fit into their time schedule followed by the location of the training. The least given reason was that it was the best method for learning the technology skill.","abstract_has_math":false,"creators":["Griffin, Darlene Ann"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Laney, James D.","Holcomb, Terry L.","Knezek, Gerald"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-08","date_published":"2003-08","updated_at":"2026-07-24T05:35:09Z","subjects":["Teachers -- Training of.","Educational technology.","instructional technology","staff development","technology levels of use","trial and error"],"languages":["English"],"rights":["Public","Copyright","Griffin, Darlene Ann","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 53620334","https://digital.library.unt.edu/ark:/67531/metadc4325/","ark: ark:/67531/metadc4325"],"render_values":[{"text":"oclc: 53620334","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc4325/","href":"https://digital.library.unt.edu/ark:/67531/metadc4325/","code":true},{"text":"ark: ark:/67531/metadc4325","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc4325","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Laney, James D.","Holcomb, Terry L.","Knezek, Gerald"]},{"key":"dc:creator","label":"Author","values":["Griffin, Darlene Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2003-08"]},{"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":["Teachers -- Training of.","Educational technology.","instructional technology","staff development","technology levels of use","trial and error"]}]},{"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","Griffin, Darlene Ann","Copyright is held by the author, unless otherwise noted. 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Data was collected from educators via an online survey consisting of demographics, technology training methods, level of technology use (CBAM 1 item), stages of adoption and technology level of use (LoTi, 50-item). Educators with different technology levels of use (high, low) differed on their perceptions and utilization of technology training methods. Specifically, educators with different technology levels of use differed in their perceptions of independent online help, and learning through trial and error technology training methods. Results from the study showed that educators tended to use the technology training method that they perceived as most effective. Educators tended to utilize learning by trial and error, peer support, and technology personnel support the most frequently for learning technology integration Educators' in the study had varying technology levels of use based on their educator categories. Administrators tended to score much higher than both elementary and secondary teachers on their technology levels of use. Participants gave a variety of reasons for utilizing certain technology training methods most frequently. The most popular reason was that the method fit into their time schedule followed by the location of the training. The least given reason was that it was the best method for learning the technology skill."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Educators' Technology Level of Use and Methods for Learning Technology Integrations."]}]}],"canonical_facts":{"dc:contributor":["Laney, James D.","Holcomb, Terry L.","Knezek, Gerald"],"dc:creator":["Griffin, Darlene Ann"],"dc:date":["2003-08"],"dc:description":["The purpose of this study was to describe technology learning methods that teachers attend and perceive as effective. 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