Identifying and Interpreting the Technological Self-Efficacy Ratings of Teachers in Midwestern School Districts with 1|1 Technology| A Mixed-Methods Approach

• Main Author: Edwards, Gregory
• Language: EN
• Published: Lindenwood University 2018
• Subjects: Educational leadership|Educational technology
• Online Access: http://pqdtopen.proquest.com/#viewpdf?dispub=10840517

<p> The purpose of this mixed-methods study, which included 182 teachers across three Midwestern school districts, was threefold. First, the researcher sought to determine the technological self-efficacy ratings of teachers at school districts with 1:1 technology in relation to the ISTE&rsquo;s National Education Technology Standards for Teachers. Based on the study&rsquo;s findings, participants had the lowest mean self-efficacy ratings for ISTE&rsquo;s fifth standard, which focused on teachers&rsquo; lifelong learning and growing as professionals (ISTE, 2008). Participants had the highest mean ratings for the fourth standard, which related to digital citizenship (ISTE, 2008). Second, the researcher aimed to identify if there was a relationship between teachers&rsquo; generational identities and their technological self-efficacy ratings. The study&rsquo;s results indicated there was a relationship in which younger generations demonstrated higher technological self-efficacy ratings. Finally, the third purpose was to determine what teachers viewed as the most beneficial professional development opportunities related to incorporating technology in the classroom. Regarding past professional development opportunities, the most prevalent theme was district-specific professional development. The participants wrote they appreciated professional development specifically focused on the devices provided by their school districts. Also, participants wrote they found professional development opportunities offered in-house and geared toward the school districts&rsquo; specific needs to be beneficial. As for future professional development opportunities, participants indicated they viewed more strategic professional development to be most beneficial. They wrote this type of professional development needed to focus on specific grades, content areas, and skills.</p><p>