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Mid-Atlantic Regional Technology in Education Consortium
1301 Cecil B. Moore Ave.
Ritter Annex 9th Floor
Temple University - CRHDE
Philadelphia, PA 19122
800-892-5550
215-204-5130 (fax)
General Inquires:
Laurence Peters
Judith Stull
Technical Assistance:
Barry Mansfield
Professional Development:
Joan Pasternak
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Temple University Center for Research
in Human Development and Education |
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Sample
This study consisted of a sample of 160 student teachers and 158 experienced teachers from classes within a large urban university. Of the 160 student teachers selected, 110 completed both a pre- and post-test Computer Usage Intention Survey. All 158 experienced teachers completed the survey only one time.
A mixed methodology approach was used for data collection purposes. This Computer Usage Intention Survey determined participants’ beliefs, future intentions usage, and self-reported usage (for the past 3 months) of integrating computer software into subject-specific lessons. This survey was developed using a theoretical framework of the technology acceptance model (TAM) ( Davis, 1993). The TAM explains that people’s perceptions of computer software usefulness and ease of use can improve job performance and will influence future usage intentions. According to TAM, people’s intentions |
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to use software have a great impact in determining whether or not they will actually use it. Furthermore, after completion of the survey, purposeful sampling of the study’s participants was selected for semi-structured interviews. This sample consisted of 19 participants, 10 student teachers and 9 experienced classroom teachers. The interview questionnaires were developed using a theoretical framework of the decomposed theory of planned behavior (Taylor & Todd, 1995).
Results
Descriptive and inferential statistics were used to analyze survey data. Regression analysis revealed that student and experienced instructors had high intentions to use computer software within their lessons. How useful the software was to the teachers’ jobs and the ease of using it predicted their intentions to use the software in the future. Underlying assumptions of the TAM explains that usefulness, ease of use, and intentions will predict actual usage; however in this study, usefulness, ease of use, and intentions did not adequately predict the teachers’ self-reported usage.Survey responses revealed that both teacher groups used the Internet and word processing more than other types of software packages. Experienced teachers used more spreadsheet and subject-specific software (e.g., math, English) than did student teachers. Experienced teachers also used subject-specific and educational software (e.g., simulations, games, problem solving) more than did novice teachers.
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