Willis, Jana2016-09-122016-09-122016-122016-08-02December 2http://hdl.handle.net/10657.1/595The 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.application/pdfenTechnologyEffective teachingSelf-efficacyDissertation2016-09-12