Master of Arts (MA)
Faculty of Science
Charged with the task of providing today's youth with the education they need, many school boards across North America have invested large sums of money in computer technology. However, although the technology is being installed in the schools, many educators are not using the technology to its full potential as a learning tool. In the present study, elementary (n = 148) and secondary (n = 150) educators completed one survey which assessed two domains believed to influence an educator's decision to integrate computer technology into his/her classroom. The first domain was comprised of gender and teaching level (elementary versus secondary), which previous literature has indicated to be significant in influencing computer use. The second domain was composed of individual difference measures such as positive attitudes towards computers, intrinsic motivation, desire for recognition, and desire for monetary reward. Two analyses were conducted to update existing literature on the current use of computers by educators, and to investigate the individual differences which encourage computer use. Analyses of variance were used to examine the impact of gender and teaching level on variance indices of computer use. Overall, although some gender differences were present, they were not always as expected. Three regression analyses explored the individual difference variables. These analyses indicated that the single strongest predictor of classroom computer use was positive attitudes towards computer technology with some more limited impact from intrinsic motivation.
Ross, Craig, "Experiences and expectations: What prompts an educator to use computers in the classroom?" (2005). Theses and Dissertations (Comprehensive). 767.