Motivators of Classroom Technology Use and Types of Technology Being Used in Public Elementary Schools in an Urban School District.

摘要

Although the public school district under study values technology, the district did not have a measurement tool specifically designed to determine motivators of teacher usage of technology and what technology is being used. Such a tool could be used to make informed decisions about technology purchases and professional development opportunities. Within the theoretical framework of the technology acceptance model, the purpose of this study was to determine what technology was being used and what motivated the use of that technology. Key research questions focused on connections between (a) five constructs and one variable from the Teachers' Technology Acceptance and Usage Questionnaire (TTAUQ) and (b) the TTAUQ construct Technology Usage Behavior. The five constructs were Technology Acceptance (Perceived Usefulness, Perceived Ease of Use, and Attitude Towards Using Technology), Personal Factors, Playfulness, Self-Efficacy, and Anxiety. The variable was skill level. A correlational research design was used in this study. An adapted version of the TTAUQ was used in a survey of 199 teachers in 22 elementary schools. Multiple regression was used to test relationships between and among the constructs. Technology Acceptance, Personal Factors, Playfulness, Self-Efficacy, and skill level were positively correlated with Technology Usage Behavior; Anxiety was negatively correlated with the outcome. Implications for social change include improved teacher use of technology in the classroom and increased support of teachers who use technology, which can lead to increased student academic success.