Crawford, Elizabeth K.
Rausch, David W.; Banks, Steven R.; Shuran, Michael B.
College of Health, Education, and Professional Studies
University of Tennessee at Chattanooga
Place of Publication
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.
Deepest gratitude to all those who advised and assisted throughout my dissertation process: Dr. Elizabeth Crawford, dissertation chair and advisor; Dr. Steven Banks, methodologist; and Dr. David Rausch and Dr. Michael Shuran, dissertation committee members. Special thanks also to Dr. Rhonda Christensen for allowing my adaptation of the Stages of Adoption survey, as well as to the Center for Research in Educational Policy (CREP) for its permission for my use and adaptation of its copyrighted Freedom to Learn-Teacher Technology Questionnaire (FLT-TTQ).
Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education.
Embedded computer systems; Educational technology
xiv, 127 leaves
Solomon, Koye, "Teachers and 1:1 technology in classroom activities: A quantitative study comparing perceptions and stage of adoption" (2018). Masters Theses and Doctoral Dissertations.