Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 1-1-2011 The Relationship of Faculty Demographics and Attitudes toward Technology Integration Brian Michael McKinley Walden University Follow this and additional works at: https://scholarworks.edu/dissertations Part of the Educational Administration and Supervision Commons, and the Instructional Media Design Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact ScholarWorks@waldenu. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Brian McKinley has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made.
Review Committee Dr. Mary Ellen Batiuk, Committee Chairperson, Education Faculty Dr. Wendy Edson, Committee Member, Education Faculty Dr. Ioan Gelu Ionas, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.
Walden University 2014 Abstract The Relationship of Faculty Demographics and Attitudes toward Technology Integration by Brian Michael McKinley MA, Frostburg State University, 2004 BS, Frostburg State University, 2000 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University January 2014 Abstract Stakeholders in a midsized rural high school district were concerned that faculty failure to integrate educational technologies into instruction was adversely affecting student performance as measured by recent state mandated test scores. The purpose of this study was to determine if relationships existed between faculty age, gender, tenure, and overall attitude toward technology, and the implementation of technology into classroom instruction. Dewey’s and Knowles' theories of adult learning were used as theoretical frameworks because they emphasize the practical application of knowledge in the transfer of learning. The research design was a one-time cross-sectional survey of teachers within the district.
The data were collected using the Levels of Technology Implementation survey extended to include 5 additional questions about attitude towards technology developed using existing literature and consultation with experts. The convenience sample was comprised of 103 volunteer respondents at 3 midsized rural high schools. Analysis of the data utilized Pearson's correlation coefficients, independent samples t-tests, ANOVAs, and ANCOVAs. Findings indicated that technology implementation in classroom instruction for this group is generally deficient.
No significant relationships between faculty age, gender, and tenure and technology implementation existed, but attitude toward technology proved to be a significant factor for increased technology implementation into classroom instruction. These findings led to the creation of a professional development program to increase the impact of technology on the transfer of learning. Increasing faculty expertise in implementing instructional technology into classroom instruction will lead to greater innovation in the classroom and improved student outcomes. The Relationship of Faculty Demographics and Attitudes toward Technology Integration by Brian Michael McKinley MA, Frostburg State University, 2004 BS, Frostburg State University, 2000 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February 2014 UMI Number: 3610201 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted.
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Box 1346 Ann Arbor, MI 48106 - 1346 Dedication This study is dedicated to my family, especially my beautiful, caring, and loving wife Laura, whom I call the "solid rock of my life." She has endured many lonely nights, my mood swings, and many market trips alone so that I could work on this project while also providing me with unconditional support and love during this time consuming process. Without her, I would have amounted to nothing in my lifetime. This study is also dedicated to my beautiful children, Brady and Macie, who often made sacrifices in their lives so “Daddy” could work on his study. You two are the light of my life.
I may not have been able to play with you guys as much as usual during the last year and a half, but I will make it up to you in the future. In addition, I dedicate this study to my parents, Gary McKinley and Bonnie Harper, and my brother, Steve McKinley. They have always guided me in the right direction in life and have been the most potent, driving forces behind my success throughout my career. Finally, I dedicate this study to my grandfather, Richard “Gassy” Valentine – the only man I was able to call “Pap Pap” for 11 short years of my life.
I have thought about you in every adventure I have been a part of ever since the day you left this Earth. It is a shame that you will not see me become Dr. Acknowledgments I would like to take this time to thank the good lord Jesus Christ and God Almighty for guidance and support in my endeavors. My life has been completely changed the last three years because of your constant presence.
Without your control and presence, this study would have never been completed. I would like to thank Mrs. Mary Jane O’Rourke, Dr. Laura Holland, and Dr.
Kim Green for their patience and guidance with the structure of the English language. I cannot thank you enough for taking the time to evaluate and correct the grammar in my study. In addition, I would like to thank Dr. David Cox for giving me permission to complete the study throughout the school district and Mr.
Stephen Lewis for granting me a "gracious" schedule throughout the last school year in order to complete my doctoral study. Finally, I would like to thank Dr. Mary Ellen Batiuk, Dr. Wendy Edson, and Dr.
Ioan Gelu Ionas for their unconditional support and continued patience throughout this process. Batiuk, you are truly a great person with a knowledge base that is incredible. I have never had a teacher push me to succeed the way that you have. Thank you for all that you have done for me.
I could not have achieved my dreams without your fantastic ideas and genuine input on this project. Wendy Edson, thank you for taking the time to analyze and correct my study. Your feedback made this study a success. Ioan Gelu Ionas, thank you for giving me encouragement and insight on statistics and data analysis while pushing my intelligence to the limit.
Mary Ellen Batiuk, Dr. Wendy Edson, and Dr. Ioan Gelu Ionas, once again, thank you from the bottom of my heart and I want you know that a special place resides in my heart for the three of you. Table of Contents List of Tables.
iv List of Figures. iv Section 1: The Problem .1 Definition of the Problem .14 Evidence of the Problem at the Local Level. 15 Evidence of the Problem from the Professional Literature .21 Guiding/Research Question .21 Review of the Literature .44 Section 2: The Methodology.76 Section 3: The Project .77 Description and Goals .81 i Review of the Literature .96 Potential Resources and Existing Supports. 97 Proposal for Implementation and Timetable.
98 Roles and Responsibilities of Student and Others .100 Implications Including Social Change .107 Section 4: Reflections and Conclusions .108 Recommendations for Remediation of Limitations .113 Project Development and Evaluation.115 Leadership and Change .117 Analysis of Self as Scholar .119 Analysis of Self as Practitioner .121 Analysis of Self as Project Developer .122 The Project’s Potential Impact on Social Change.123 ii Implications, Applications, and Directions for Future Research .127 Appendix A: The Professional Development Project .164 Appendix B: Confidentiality Agreement. 203 Appendix C: Letter of Cooperation.203 Appendix D: Data Collection Request .203 Appendix E: Consent Form .203 Appendix F: LoTi Survey .203 Appendix G: Data Agreement Use .210 iii List of Tables Table 1: Sample Description by Age, Gender, and Tenure Status…………………….63 Table 2: Percent of Responses by Scale and by LoTi Instrument Sub-Scales.66 Table 3: Correlation Between Age and LoTi Instrument Sub-Scales.68 Table 4: Differences between Gender by LoTi Instrument Sub-Scales……….…… 70 Table 5: Differences between Tenure by LoTi Instrument Sub-Scales .71 Table 6: Observation checklist that will be used for the project evaluation. 103 iv 1 Section 1: The Problem Introduction Although technology is used in numerous ways in secondary education classrooms throughout the United States and globally, many secondary education teachers are still unable or unwilling to effectively integrate technology into their curriculum and classroom instruction (Jeffreys, 2000; Laird & Kuh, 2005; Klopfer, Osterweil, Groff, & Haas, 2009). While many secondary level educators in the three midsized rural high schools included in this study have access to technology for classroom instruction (i.
Smartboards, LCD projectors, Internet access, Laboratory software), many are still hesitant to implement technology into their instruction (R. King, personal communication, March 15, 2013). King (personal communication, March 27, 2013) also stated that an inconsistency in the amount of technology that is used in classroom instruction and the amount of technology that is purchased exists for many secondary educators in the three midsized high schools. Holland (2012) stated that "technology use in classroom instruction in these three midsized high schools is at most, dismal" (L.
Holland, personal communication, February 22, 2012). Several possible explanations for the lack of technology integration into daily instruction that may exist in these midsized rural high schools are an educator’s age, gender, tenure, and attitude toward technology (Decuir, 2010). I focused on the causes in the classroom instructional practices at these midsized rural high schools to determine if secondary education teacher demographics (age, gender, and tenure) and teacher attitude toward technology affect technology integration in these schools. 2 While the amount of access and support to technology integration has increased, the amount of technology that is integrated into classroom instruction has remained the same, or decreased, throughout many classrooms across the United States (Cuban, 2001; Green & Eastman, 1994).
The requirement by local, national, and global employers for increased technological skills, demanded by the technological advancements of the digital age, has significantly increased expectations for student learning (Laird & Kuh, 2005, pp. As a consequence of the demand to use technology in classroom instruction, teacher technology integration accountability has become a major issue in secondary education (Velasquez-Bryant, 2002). Students, ages 8 to 18, are engaged in social media or entertainment media on average for 7 hours and 38 minutes per day (Dessoff, 2010). Because of the amount of exposure to technology that is currently available, students in today’s school systems interact differently, ultimately learning and absorbing information at a more rapid pace because of the immediate access to information (Black, 2010, pp.
Consequently, secondary education teachers, who do not use the most current technology available or relate the information with the best available technology, can significantly reduce student learning and comprehension of specific subject matter (Prensky, 2009). According to Byrnes (2009), "the fact of the matter is that the longer schools wait to use technology in their classrooms, the further behind their global peers students will become" (p. Educators who are not using technology in the classroom are negatively affecting students who need to be prepared for future technology laden education and the global work environment. 3 Technology is defined by the International Society for Technology in Education (ISTE) (2009) as “any innovation in action that involves the production of knowledge and processes, which create systems that solve problems and expand human capabilities” (p.