Keywords

Reading coach, elementary school, middle school, high school, data technology tools, assessment, reading tests, differentiated instruction, progress monitoring, content area teachers, usage of technology, student achievement, data driven decision making, teacher development, behavioral intentions

Abstract

The use of technology in assisting educators to use student data in well-devised ways to enhance the instruction received by students is gaining headway and the support of federal dollars across the nation. Since research has not provided insight as to whether or not reading coaches are using data technology tools with teachers, this mixed methods study sought to examine what behavioral intentions reading coaches have in using data technology tools with teachers, what variables may influence their behavioral intentions, and what trends may emerge in their views about using technology data tools with teachers. A mixed methods approach was deployed via a survey embedded in an email, and data from 61 Florida reading coaches from elementary, middle, and high schools in a large urban school district were examined using an adaptation of the Technology Acceptance Model (TAM). The results showed that collectively all reading coaches have a high level of behavioral intentions towards using a data technology tool with teachers. The study also showed that elementary, middle, and high school reading coaches vary in their degree of behavioral intentions in using a data technology tool based on different variables. Trends in data showed that reading coaches think data technology tools are helpful, but that trainings are needed and that technology tools should be user-friendly. Discussion is provided regarding the implications of the study results for all stakeholders.

Notes

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Graduation Date

2012

Semester

Summer

Advisor

Blair, Timothy

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Degree Program

Education

Format

application/pdf

Identifier

CFE0004357

URL

http://purl.fcla.edu/fcla/etd/CFE0004357

Language

English

Release Date

August 2012

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

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