The influence of information and communication technology implementation on teacher technological self-efficacy, technology proficiency, frequency perceptions, classroom practices, and student's classroom interactions

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dc.contributor.advisorWillis, Jana
dc.contributor.committeeMemberOrange, Amy
dc.contributor.committeeMemberPeters, Michelle
dc.contributor.committeeMemberShulsky, Debra
dc.creatorRossacci, Skyler Kay
dc.date.accessioned2016-09-12T19:32:31Z
dc.date.available2016-09-12T19:32:31Z
dc.date.created2016-12
dc.date.issued2016-08-02
dc.date.submittedDecember 2016
dc.date.updated2016-09-12T19:32:32Z
dc.description.abstractThe study compared the differences between pre- and post-teacher technological self-efficacy, technology proficiency, frequency of use, perceptions, classroom practices, and student interactions when information and communication technology (ICT) is implemented in the classroom. Survey, teacher information technology logs, observation, and interview data were collected from a purposeful sample of urban middle school teachers in a southeast Texas school district. Quantitative data was analyzed using frequencies, percentages, means and two-tailed paired t-test. Qualitative data was analyzed using thematic analysis. Quantitative analysis revealed there was a significant mean difference between pre- and post-teacher technological self-efficacy for the Technology and Teaching Efficacy Scale and that there was not a significant mean difference between pre- and post- teacher technological proficiency for the Technology Proficiency Self-Assessment for 21st Century Learning survey. The qualitative analysis provided supporting evidence of the influence implementation of ICT had on teacher classroom practices and student classroom interactions pre- and post-ICT implementation.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657.1/595
dc.language.isoen
dc.subject.lcshTechnology
dc.subject.lcshEffective teaching
dc.subject.lcshSelf-efficacy
dc.titleThe influence of information and communication technology implementation on teacher technological self-efficacy, technology proficiency, frequency perceptions, classroom practices, and student's classroom interactions
dc.typeDissertation
dc.type.materialtext
thesis.degree.departmentSchool of Education
thesis.degree.disciplineEducational Leadership
thesis.degree.grantorUniversity of Houston - Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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