Author(s)

Carla HoltFollow

Date

11-2015

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Cristie McClendon

Keywords

Career and technical education, Causal comparative research, Correlational research design, Student achievement, Teacher technology integration

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Instructional Media Design | Other Teacher Education and Professional Development | Teacher Education and Professional Development

Abstract

This correlational, causal-comparative research study examined the relationships between secondary career and technical education teachers’ gender, experience, professional development and their perceptions of technology use. The research also investigated how the teachers in this study perceive the adequacy of their student’s technology skills for meeting college and workplace demands. Eighty-four career and technical education teachers in six North Carolina high schools completed the School Technology Needs Assessment Survey 4.0 (STNA), which also included demographic questions that asked about age, gender and years of experience. A two sample t test, correlation analysis and multiple linear regression were performed. The results of the two sample t test and correlation analysis, which incorporated the factors of teacher technology integration and gender, showed no significance between teacher technology integration and gender. The results of the linear regression analysis, which incorporated the dependent variable of teacher technology integration and independent variables of years of experience, computer self-efficacy, instructional technology training received and average NC CTE post assessment scores of students, showed no significance between teacher technology integration and years taught as well as post assessment scores. The analysis found a significant relationship between teacher technology integration and computer self-efficacy and professional development. The data from this study suggest that though analysis did not show a significance with all of the independent variables, the results did support that there was a perception that student engagement increased with the effective use of technology and the teacher’s technology integration in the classroom.