TEACHERS' MOTIVATION TO INTEGRATE TECHNOLOGY: A STUDY OF EXPECTANCY-VALUE, PERCEIVED INSTRUMENTALITY, AND PROSOCIAL GOALS

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dc.contributor.advisorGe, Xun
dc.creatorNelson, Lee Bettina
dc.date.accessioned2019-04-27T21:24:10Z
dc.date.available2019-04-27T21:24:10Z
dc.date.issued2011
dc.description.abstractResearch suggests that technology integration can improve student achievement and attitudes towards school and learning (Englert, Zhao, Collings, & Romig, 2005; Kulik, 2003; Martindale, Pearson, Curda, & Pilcher, 2005). However, much of the research that has examined technology use in schools has revealed that there is a disappointing lack of integration, and frequent and meaningful technology use is not the norm (Barron, Kemker, Harmes, & Kalaydjian, 2003; Becker, 2006; Wozney, Venkatesh, and Abrami, 2006; Zhao & Frank, 2003). This study used a correlational design and an online self-report survey of 197 PreK-12 teachers to investigate the relationships between teachers' technology use and their motivation to use technology. Teachers' expectancy of success, intrinsic valuing, utility valuing, and perceived instrumentality of technology were related to the frequency of their own use at school. Teachers' expectancy of success with technology and their beliefs about their responsibility for teaching students about technology were related to the frequency of teacher-directed student technology use.
dc.format.extent111 pages
dc.format.mediumapplication.pdf
dc.identifier99157761202042
dc.identifier.urihttps://hdl.handle.net/11244/318601
dc.languageen_US
dc.relation.requiresAdobe Acrobat Reader
dc.subjectTeachers--Psychology
dc.subjectEmployee motivation
dc.subjectEducational technology
dc.subjectComputer-assisted instruction
dc.thesis.degreePh.D.
dc.titleTEACHERS' MOTIVATION TO INTEGRATE TECHNOLOGY: A STUDY OF EXPECTANCY-VALUE, PERCEIVED INSTRUMENTALITY, AND PROSOCIAL GOALS
dc.typetext
dc.typedocument
ou.groupJeannine Rainbolt College of Education::Department of Educational Psychology

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