Correlations between teacher characteristics and teacher attitudes toward multimedia development among teachers utilizing the multimedia authoring program, HyperStudio.

摘要

This study seeks to determine if there are characteristics among teachers that might predispose them to adopt or to avoid the integration of self-authored multimedia programs, such as HyperStudio, into their classroom instruction. A sample of 123 teachers, administrators, and technology coordinators completed the Myers-Briggs personality type indicator (MBTI), Form G, and a six-part inventory of demographic information, skills, attitudes and experience.;Four areas of interest are addressed. The first is (a) the teachers' perception of the stages of multimedia development---brainstorming, flowcharting, storyboarding, and authoring in HyperStudio---based on the development of their own projects. The second is (b) the teachers' perception of the stages of multimedia development based on their use of self-authored multimedia in their classrooms. The third is (c) the teachers' attitude toward the team model of multimedia development. The last is (d) the teachers' attitude toward the integration of self-authored multimedia into their classroom curricula. Each area of interest was correlated with: (1) demographic variables, such as personality type, age, gender, years of teaching, and area of responsibility; and (2) computer related attributes, such as self-reported computer skill levels, experience with multimedia authoring programs, and computer technology experience.;Analysis indicates few significant correlations between the four areas of interest and teacher characteristics. Attitudes toward the team model of multimedia development (c) had no significant relationship to any of the teacher characteristics. Areas (a), (b), and (d) correlated positively and significantly with self-reported level of computer skills. Teachers reporting their computer skill levels as High or Advanced tended to be more positive in their perceptions of the multimedia development process and in their attitudes toward integrating multimedia development into their classroom instruction. Other teacher characteristics, such as personality preference, years of teaching, area of responsibility and computer technology experience, showed slight positive correlations with either (a), (b), or (d). The conclusion is drawn that confidence in one's ability to utilize the software and hardware necessary to create self-authored multimedia is the primary factor in predicting attitudes and perceptions of multimedia development. It is suggested that such confidence can be fostered by proper training.