Examining the impact of an educational technology assessment on pre- and in-service educators' attitudes and behaviors towards educational technology

Date of Completion

January 2005

Keywords

Education, Educational Psychology|Education, Teacher Training|Education, Technology of

Degree

Ph.D.

Abstract

This study examined the impact an educational technology assessment (the Husky Educational Technology Assessment Program: Level I) had on an individual's educational technology attitude and behaviors. Due to the vast amounts of money being spent on technology, concerns on whether or not the technology is being effectively integrated have arisen. As technology continues to expand in its use and the importance it plays in educational settings, it is becoming exceedingly important for educators to develop and maintain a basic educational technology competency level to be able to integrate the use of educational technology into their classrooms to positively impact student activities and learning outcomes. Furthermore, there is a growing need to close the teaching and learning technology gap between where educators are now and where educators need to be in terms of educational technology use and practices. Although progress has been made and exemplary practice exists, recent research indicates that most teacher education programs have a long way to go (NCES, 2003a). ^ Specifically, this study addressed how basic educational knowledge impacted both attitudes and behaviors associated with the use of educational technology for the purpose of enhancing learning. Also of particular concern for this study are issues related to gender and educational training. Prior research has presented conflicting arguments centered on the presence of technology gender gaps. Therefore, this study aimed to identify if there are in fact disparities between gender on educational technology attitudes and behaviors. Results from this study indicate that there are significant differences between pre-service and in-service educators on educational technology knowledge, attitude, and behavior measures. Training and professional development in educational technology have been found to be an effective means for increasing both educational technology attitudes and educational technology usage. Schools, universities, and agencies need to provide both pre- and in-service educators with the training necessary to possess the skills related to educational technology. Through participation in HETAP: LI, the relationship between educational technology knowledge, attitudes, and behaviors were examined. ^

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