Teachers and 1:1 technology in classroom activities: A quantitative study comparing perceptions and stage of adoption

This quantitative research study examined high school teachers’ perceptions concerning the incorporation of 1:1 technology into classroom activities. The study collected data from teachers at rural, southeastern high schools with 1:1 technology programs. Data were collected from teachers via an online survey. The Technology Acceptance Model (Davis, 1989; Marangunic & Granic, 2015) was used as a basis for examining teachers’ incorporation of 1:1 technology into class work. Teachers’ adoption of the technology into pedagogy was analyzed to determine if relationships exist between level of adoption, perceptions of usefulness and ease of use, organizational factors, and teacher characteristics. Identification of relationships provided insights that may inform future decision-making about 1:1 technology integration into curricula and pedagogy, allowing opportunities for interventions that might influence adoption.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• Solomon, Koye

Contributors dc:contributor

• Crawford, Elizabeth K.
• Rausch, David W.; Banks, Steven R.; Shuran, Michael B.
• College of Health, Education, and Professional Studies

• Embedded computer systems
• Educational technology

Licence

• https://rightsstatements.org/page/InC/1.0/?language=en

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/540

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-1693