School of Education


Doctor of Philosophy in Education (PhD)


Veronica Sims


technology, charter schools, technology integration, teacher factors, self-efficacy, classroom, teaching, technology support, infrastructure, 21st century skills, elementary




The purpose of this predictive correlational study was to determine if technology integration in elementary public charter schools can be predicted from a variety of factors. These factors included self-efficacy for technology usage, perceived benefits of technology usage, teachers’ beliefs and behaviors related to technology, and the available support. The study addressed technology integration in public charter schools by analyzing relationships between these factors and the level of technology integration. The target population was public charter school classroom teachers in the state of New Mexico. All teachers were general education teachers in grades kindergarten to sixth. Teachers completed the Teacher Technology Integration Survey (TTIS) on an online platform through random sampling. Multiple regression was utilized to analyze the relationships between the factors which indicated a statistically significant relationship with a large effect size that resulted in rejection of the null hypothesis. The results indicated predictive relationships between the amount of technology integration and each of the following factors: teachers’ beliefs and behaviors related to technology and the available technical support. Further research is needed to better understand the predictive factors and their impact on technology integration.

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