In-Service Teachers' Ability to Integrate Instructional Technology into Lessons Based on SAMR Level Outcomes and Their Perceived Ease of Use, Perceived Usefulness, and Self-Efficacy
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| Title: | In-Service Teachers' Ability to Integrate Instructional Technology into Lessons Based on SAMR Level Outcomes and Their Perceived Ease of Use, Perceived Usefulness, and Self-Efficacy |
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| Language: | English |
| Authors: | Jordan L. Cotten |
| Source: | ProQuest LLC. 2021Ed.D. Dissertation, Duquesne University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 110 |
| Publication Date: | 2021 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Elementary Secondary Education Elementary Education Secondary Education |
| Descriptors: | Technology Uses in Education, Educational Technology, Technology Integration, Usability, Self Efficacy, Elementary Secondary Education, Elementary School Teachers, Secondary School Teachers, Curriculum Design |
| Abstract: | The purpose of this study was to determine in-service teachers' ability to integrate instructional technology into their lesson plans. The Technology Acceptance Model 2 (TAM 2) survey was used to measure self-reported perceived ability of technology integration. Teacher self-efficacy, computer self-efficacy, and self-efficacy towards technology integration questions will be used to measure self-reported self-efficacy levels. The Substitution, Augmentation, Modification, and Redefinition (SAMR) model was used to determine the level of integration in-service teachers actually incorporated. Participants (n = 131) were teachers from a suburban public K-12 school district in the northeastern region of the United States. Results showed that participants felt confident in using technology, perceived the use of technology important for their job, and that technology was perceived as easy to use. However, self-reported self-efficacy and TAM 2 scores were found to be statistically different from lesson plan integration SAMR levels. [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.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28321031 |
| Accession Number: | ED666117 |
| Database: | ERIC |
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