Teachers' Technological Attitudes and Technology Use in North-Eastern Urban Public Schools
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| Title: | Teachers' Technological Attitudes and Technology Use in North-Eastern Urban Public Schools |
|---|---|
| Language: | English |
| Authors: | Lenny Washington (ORCID |
| Source: | Acta Educationis Generalis. 2026 16(1):71-81. |
| Availability: | Paradigm Publishing Services, a company of De Gruyter Poland. Nowogrodzka 4/3, 00-513 Warsaw, Poland. Tel: +48-22-245-3355; e-mail: contact@pps.pub; Web site: https://paradigmpublishingservices.com/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Teacher Attitudes, Computer Attitudes, Technology Uses in Education, Public Schools, Urban Schools, Correlation, Tenure, Gender Differences, Incidence, Predictor Variables, Computer Use, Transformational Leadership, Intention, Elementary Secondary Education |
| DOI: | 10.2478/atd-2026-0006 |
| ISSN: | 2585-7444 |
| Abstract: | Introduction: US school districts often purchase technology without considering teacher attitudes, leading to significant underutilisation in urban K-12 classrooms. Methods: This quantitative, correlational study examined associations between technological attitudes, tenure, gender, and technology use frequency within north-eastern US urban districts. Results: A survey of 130 teachers was analysed via linear regression to determine how attitudes, years of service, and gender predict classroom technology use. The findings identified technological attitudes, both independently and in combination with other predictors, as the primary driver for predicting frequency of use. Discussion: Statistical analysis resulted in the rejection of the null hypothesis for all three research questions. Limitations: The study faced communication delays from participating districts and the exclusion of 61 incomplete or duplicate surveys. Conclusions: These results are vital for educational administrators making procurement decisions. Prioritising teacher attitudes can mitigate technology underutilisation and prevent the loss of school funding. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499840 |
| Database: | ERIC |
| Abstract: | Introduction: US school districts often purchase technology without considering teacher attitudes, leading to significant underutilisation in urban K-12 classrooms. Methods: This quantitative, correlational study examined associations between technological attitudes, tenure, gender, and technology use frequency within north-eastern US urban districts. Results: A survey of 130 teachers was analysed via linear regression to determine how attitudes, years of service, and gender predict classroom technology use. The findings identified technological attitudes, both independently and in combination with other predictors, as the primary driver for predicting frequency of use. Discussion: Statistical analysis resulted in the rejection of the null hypothesis for all three research questions. Limitations: The study faced communication delays from participating districts and the exclusion of 61 incomplete or duplicate surveys. Conclusions: These results are vital for educational administrators making procurement decisions. Prioritising teacher attitudes can mitigate technology underutilisation and prevent the loss of school funding. |
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| ISSN: | 2585-7444 |
| DOI: | 10.2478/atd-2026-0006 |
