Garbo, L. M. (2016). Technology integration: A mixed methods study of veteran secondary teachers’ beliefs, attitudes, and classroom practices (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10255704)

Abstract:

“The veteran secondary teacher is a valuable asset in the educational field, yet has not been the focus of predominant research studies in regard to attitudes, beliefs, and experiences with technology integration. This study utilized the Explanatory Sequential Mixed Methods Design, which was implemented in two phases. The research was designed to investigate how veteran secondary teachers in a Southwest Florida public school district are being affected by the pedagogical movement concerning the integration of educational technology. In phase one of the study, quantitative data was collected from 97 veteran secondary teachers at five secondary schools utilizing the online Teachers’ Use and Perceptions Survey (TUPS), developed by the Florida Center for Instructional Technology at the University of South Florida. In phase two, convenience sampling was used to select 10 teachers from the veteran secondary teachers who participated in the survey. Qualitative data was collected during face-to-face interviews which utilized open-ended interview questions that were developed following an analysis of the survey results. Overall, veteran secondary teachers’ perceptions were positive; they believe that technology enhances their teaching, perceive the benefits of technology in terms of supporting their classroom instruction, and feel strongly that student use of technology enhances students’ performance. Most veteran secondary teachers indicated they feel comfortable using technology in their teaching and believe they use technology effectively in their teaching for instructional delivery, as a communication tool, and for students’ independent learning. These teachers also indicated a need for comprehensive technology training, a supportive learning network, opportunities to explore technology applications, and time to plan for technology integration as a pedagogical strategy.”