Date

1-2017

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Kurt Michael

Keywords

Integration, Professional Development, Self-Efficacy, Social Media, Technology

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Other Education

Abstract

This study sought to evaluate the self-efficacy of teachers with regard to the integration of technology within the curriculum. The purpose of this study was to determine if there is a relationship between teachers’ self-efficacy within the classroom and their ability to integrate the technology available in the classroom. A quantitative, correlational study was performed. The sample was a convenience sample of 64 instructors at the middle grade level of a South Georgia school district. Middle school teachers were surveyed at one point in time, using Media and Technology Usage Attitude Scale (MTUAS) and the Teachers’ Sense of Self- Efficacy Scale. Once the data was attained, the data was analyzed using Pearson’s Product Moment Correlation Coefficient. The study determined that there is not a statistically significant relationship between teacher self-efficacy and the ability to integrate technology within the classroom. There was also no significant relationship between teacher self-efficacy and smartphone usage, internet usage, social media usage, text messaging, and email. It was suggested that a study be conducted with a larger sample.

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