Mobile Technology Integration, Teacher Self-Efficacy, and Student Achievement in New Hampshire: A Correlational Study

Autor/in	O'Gara, Dorothy Mary
Titel	Mobile Technology Integration, Teacher Self-Efficacy, and Student Achievement in New Hampshire: A Correlational Study
Quelle	(2023), (133 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, National University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-7526-3
Schlagwörter	Hochschulschrift; Dissertation; Handheld Devices; Electronic Learning; Technology Integration; Self Efficacy; Academic Achievement; Resistance to Change; Technological Literacy; Pedagogical Content Knowledge; Vocational Education Teachers; Predictor Variables; New Hampshire + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; Schulleistung; Technisches Wissen; Pädagogische Kompetenz; Ausbilder; Prädiktor
Abstract	The problem addressed in this research study was teachers' and school administrators' resistance to integrating mobile technology in the classroom. This study was inspired by Albert Bandura's social learning theory and the Technological Pedagogical and Content Knowledge, (TPACK) as the conceptual framework. The purpose of this quantitative correlational study was to explore the relationship among three variables: teacher self-efficacy with technology, mobile technology integration in the classroom, and student academic achievement to understand points of teacher resistance to technology in the classroom. The was a quantitative correlational regression design that used regression analysis to determine the extent to which teacher technology self-efficacy and mobile technology integration in the classroom predicted student academic achievement. The surveys used in the study were the Computer Technology Integration Survey (CTIS) and the Teacher Technology Integration Survey (TTIS). The anonymized case-level data from students' test scores from each program at each center were matched with the teachers teaching in the specific content area at a specific center in the second year of a program A survey was sent to 300 Career and Technical Education teachers in New Hampshire. When the teacher surveys were paired with the student examination scores, 31 samples were available for analysis. Overall, the results indicated the lack of strong technology integration may have contributed to the low student achievement scores as supported by the TPACK. Neither predictor variable was a significant predictor of student achievement (CTIS (p = 0.884); TTIS instructional construct (p = 0.982)). The sample size was too small to draw conclusions. A sample size with a significantly larger population to draw from to gather a sample size with sufficient statistical power to run the data analysis. The study showed no significant relationship, in teacher technology self-efficacy and mobile technology integration on student outcomes, including student test scores. The implications of this finding could be the acceptance of mobile technology as the only means of teaching during a pandemic. Teachers were forced to use mobile technology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01