A study of intermediate elementary teachers' educational beliefs and teaching practices and the use of technology


Elementary school teaching, Teaching -- Aids and devices


This study's purpose was to investigate the factors related to the use of technology by intermediate elementary public school teachers and determine how significantly these factors correlated with the amount of technology used by teachers. Five variables (teachers' beliefs about behaviorism, teachers' beliefs about behaviorism, teaching practices, teachers' beliefs about the advantages of technology, and teachers' beliefs about the disadvantages of technology) were identified in the literature as influential factors in technology use by teachers. Responses to the survey instrument completed by 219 regular intermediate public school teachers at randomly selected schools in 21 school districts in Florida during the Fall, 2000 were the basis for the data analyses of this study. The research sought to address the problem of the variance in teachers' use of technology. Specifically, "What relationship, if any, existed among the following constructs: (a) educational beliefs, (b) teaching practices, (c) beliefs about technology and, (d) technology use in the classroom?" The findings showed there was a statistically significant weak correlation between teachers' beliefs about constructivism and teaching practices, and a statistically significant moderate correlation between teachers' beliefs about behaviorism and teaching practices. It was also determined that there was a statistically significant moderate correlation between the variables of teaching practice and technology use. A statistically significant positive relationship was also demonstrated between the variables of teachers' beliefs about the advantages of technology and technology use, while a statistically significant negative relationship was demonstrated between teachers' beliefs about the disadvantages of technology and technology use. Using all five predictor variables the results of the regression procedures revealed Multiple R was .558, with an R Square of 0311 indication approximately 31% of the variance in technology use was explained by the five predictor variables. Increases in the R and R Square values were shown to be statistically significant as each new variable was added to the equation. Teaching practice was the independent variable that accounted for the largest portion of the variance in technology use which underscored the importance of specific teaching practices and the differences between these practices in terms of the ease with which technology integration was possible. Although significant relationships were identified, only 31% of the variance in technology use was explained indicating that are other factors that account for the variance in technology. Recommendations for future research included investigation into other factors that influence teachers to use technology including teacher training, teacher background on educational theories, beliefs about how students learn, and how technology supports a standard-based accountability system.


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Graduation Date



Bozeman, William C.


Doctor of Education (Ed.D.)


College of Education


Instructional Programs and Educational Leadership




191 p.



Length of Campus-only Access


Access Status

Doctoral Dissertation (Open Access)




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

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