Date of Graduation
Doctor of Education in Educational Leadership (EdD)
Curriculum and Instruction
Second Committee Member
Education, Educational technology, Instruction, Literacy, One-to-one technology, Teacher efficacy
Teacher perceptions of factors that influence their own self-efficacy with using one-to-one technology during literacy instruction were examined through a multi-site, multi-subject case study. An initial survey was administered to determine the self-efficacy level of a group of participants from a school district that was implementing a one-to-one technology initiative. From this initial data set, four participants with varying levels of self-efficacy were invited to participate in the second, qualitative, phase of the data collection process to better understand factors they perceived to influence these levels. Results revealed that teachers perceived their self-efficacy of one-to-one technology use during literacy instruction to be influenced by several factors including the overall value they assigned to technology and the level of technical and moral support they received. Common themes emerged that indicate more can be done to improve teachers’ self-efficacy with one-to-one technology use, which may in turn increase district’s return on their technology investment.
Methvin, M. T. (2015). Teacher Perceptions of Factors Influencing Their Self-Efficacy with Using One-to-One Technology During Literacy Instruction. Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/1204