Date of Graduation
12-2015
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Curriculum and Instruction (PhD)
Degree Level
Graduate
Department
Curriculum and Instruction
Advisor/Mentor
Gartin, Barbara C.
Committee Member
Murphy, Cheryl A.
Second Committee Member
Lincoln, Felicia F.
Third Committee Member
Lo, Wen-Juo
Keywords
Education; Diffusion of innovations; Educational technology; Instructional technology; Ipads in classroom; Pre-service teacher; Teacher education
Abstract
iPads and tablets are the latest technological tools that schools are adopting for classroom use. Yet, according to the Teacher’s Use of Educational Technology in U.S. Public Schools: 2009 Report, 25-50% of the teacher population surveyed report rarely or never using basic classroom technologies (LCD projectors, whiteboards, document cameras and computers) for teaching (Gray, Thomas, & Lewis, 2010). A modified Perceived Characteristics of Innovating (PCI) instrument originally developed by Moore & Benbasat (1991) was used to determine intention to integrate educational applications on iPads for classroom use. Multiple regression analysis was conducted to determine whether technology competence or technology self-efficacy were predictors of intentions to adopt educational applications on iPads for classroom use. Technology competence was found to be a predictor of scores on the PCI instrument. Specifically, four sub-domains of technology competence (telecommunications skills, basic computer skills, setup-maintenance-troubleshooting equipment, and spreadsheet skills) were found to be the best model for predicting PCI scores. Further research into the relationship of technology competence to innovation adoption is recommended.
Citation
Martindale, R. A. (2015). The Relationship between Pre-Service Teachers’ Basic Technology Competence, Technology Self-Efficacy and Perceptions of Adopting Educational Applications on iPads for Classroom Use. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/1326
