Evaluating Behavioral Intention to Increase Classroom Geotechnology Usage Following GeoInquiry Implementation

Autor/in	Klose, Erika S.
Titel	Evaluating Behavioral Intention to Increase Classroom Geotechnology Usage Following GeoInquiry Implementation
Quelle	(2023), (226 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Marshall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-2061-1
Schlagwörter	Hochschulschrift; Dissertation; Geographic Information Systems; Technology Uses in Education; Intention; Teacher Attitudes; Expectation; Social Influences; Affordances; Teacher Behavior; Correlation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Expectancy; Erwartung; Sozialer Einfluss; Teacher behaviour; Korrelation
Abstract	As educational practices include foundational and cutting-edge preparation, the value of problem-based instruction employing industry-standard technologies increases. Geospatial technologies (GST), are a group of professional technologies, including GIS (Geographic Information Systems), used by industries to make informed decisions with spatial data. This study investigated educator behavioral intention to use GIS/GST in classroom practice, and the moderating effect, if any, of the GeoInquiry, a curricular resource. The UTAUT framework was employed to evaluate and quantify the factors impacting behavioral intention (performance expectancy, effort expectancy, social influence, and facilitating conditions). These data were examined to identify moderation by GeoInquiry usage. One hundred and two surveys were completed by educators in 27 states. The survey results indicate a moderate statistically significant relationship between each of the factors and behavioral intention. An increase in any factor will increase behavioral intention. The mean response increased for the group that used GeoInquiries in classroom instruction, indicating correlation between each factor and GeoInquiry usage. Statistically significant differences related to using GeoInquiries in classroom instruction were identified for effort expectancy, facilitating conditions, and behavioral intention. Similar results related to the degree of GeoInquiry usage were not found. Implications include professional development for both educators and administrators, the continued development of curricular resources, and an alignment of both professional development and curricular resources to high yield instructional strategies, standards, and student engagement. Recommendations for future research include expanding the number of survey respondents, modifying items, conducting structured interviews, social network analysis, and developing curricular resources, which could impact student learning with digital mapping 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