Date

11-17-2023

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Treg Hopkins

Keywords

public middle school, public high school, English language arts, barriers to technology integration, technology anxiety, years of teaching experience, MANOVA

Disciplines

Education

Abstract

This quantitative casual-comparative study examines the differences between reported barriers and technology anxiety when integrating technology into teaching and learning based on years of teaching experience of public middle and high school English language arts (ELA) teachers. Despite the need for a 21st-century learning environment, there is a lack of study on the challenges of integrating technology into ELA classes in public middle and high schools and the level of teacher anxiety these teachers experience. The Kotrlik-Redmann Technology Integration Survey was used to poll 163 middle and high school ELA instructors from various school systems in the Southeast. The data collected was analyzed using a one-way multivariate analysis of variance (MANOVA) to determine if there is a statistical difference between reported barriers and technology anxiety related to integrating technology based on years of teaching experience. The results of this research found that there is not a statistically significant difference between the barriers to integrating technology and technology anxiety based on years of teaching experience. In conclusion, the study failed to reject the null hypothesis as there was no difference in the barriers to integrating technology and anxiety among public middle and high school English language arts teachers with Level 1, Level 2, Level 3, and Level 4 years of teaching experience. The researcher recommends conducting further research, including replicating the study using more evenly disrupted data and in other secondary content areas.

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