Electronic Theses and Dissertations

Identifier

967

Date

2013

Date of Award

11-14-2013

Document Type

Dissertation

Degree Name

Doctor of Education

Major

Instr and Curr Leadership

Committee Chair

Duane M. Giannangelo

Committee Member

Louis A. Franceschini

Committee Member

Jeffrey M. Byford

Committee Member

Ramona Mahood

Abstract

The purpose of this study is to explore teachers' use of technology to determine the ways technology is being used and if teachers are teaching the skills necessary to prepare their students to be successful in the 21st century. Technological skills should be embedded in schools' curriculum as students are learning the skills necessary to compete in the 21st century. The sample consisted of 123 teachers at 12 public schools to determine if technology is being used in the classroom and if so, the extent to which it is being used. More specifically, this study seeks to address whether or not there are significant differences among teachers at varying grade levels, years of experience, different ages, and different levels of education. Using Analysis of Variance, a highly significant difference in mean level of technology use was observed by teachers' grade level (F(3,116) = 11.92, p < .001). Also, using ANOVA to test for differences among the subgroup means suggests a statistically significant differences by grade level (F(3,116) = 3.18, p = .027)-such that the mean for Grades 3 though 5 (M = 3.94, SD = 0.84) differs from that for Grades 9 through 12 (M = 3.36, SD = 0.73). Modest correlations were observed between technology usage and problem-solving (r = .278), critical thinking (r = .301), collaboration (r = .304), and especially, creativity/innovation (r = .329). As regards to the relationships between technology integration and the skills of collaboration (r = .409), problem-solving (r = .461), critical thinking (r = .455), and creativity and innovation (r = .438), the remaining correlations all exceed a value of r = .40 (modest relationship) and all are highly statistically significant (at p < .001). The correlations observed between perceptions of classroom impact and students' development of skills for collaboration (r = .513), problem-solving (r = .557), and creativity and innovation (r = .566). Schools can use this to bring more professional development to weak areas and continue to strengthen the 21st century skills using technology.

Comments

Data is provided by the student.

Library Comment

dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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