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Barriers and Incentives to Instructional Technology Use by High School Faculty.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Barriers and Incentives to Instructional Technology Use by High School Faculty./
Author:	Hall, Tammy.
Description:	1 online resource (130 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Subject:	Educational technology. -
Online resource:	click for full text (PQDT)
ISBN:	9781369851571

Barriers and Incentives to Instructional Technology Use by High School Faculty.
Hall, Tammy.

Barriers and Incentives to Instructional Technology Use by High School Faculty. - 1 online resource (130 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2017.

Includes bibliographical references

Instructional technology and its integration into education will be increasing over the next decade as more and more technologies are created to help improve student outcomes as well as increase student engagement and motivation. Even though these technologies will be available, that does not mean educators will be inspired or motivated to integrate those technologies into their courses. The general problem addressed in this study was poor student outcomes in high school courses with the specific problem being faculty resistance to using technology to improve student outcomes. The purpose of this quantitative correlational research study was to investigate incentives and barriers to instructional technology use by faculty in the courses they teach. Due to only one participant in the study, neither a Pearson correlation nor a multiple regression was able to be used to determine how much the predictive variables and instructional technologies, contribute to changes in the criterion variable and student outcomes. Data collection was done through a researcher-created, electronic, Likert-type survey to gather information from full-time high school teachers working at an Allegheny County high school in Pennsylvania for the 2016 - 2017 school year.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369851571Subjects--Topical Terms:

556755
Educational technology.
Index Terms--Genre/Form:

554714
Electronic books.

Barriers and Incentives to Instructional Technology Use by High School Faculty.
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
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502 $a Thesis (Ed.D.)--Northcentral University, 2017.
504 $a Includes bibliographical references
520 $a Instructional technology and its integration into education will be increasing over the next decade as more and more technologies are created to help improve student outcomes as well as increase student engagement and motivation. Even though these technologies will be available, that does not mean educators will be inspired or motivated to integrate those technologies into their courses. The general problem addressed in this study was poor student outcomes in high school courses with the specific problem being faculty resistance to using technology to improve student outcomes. The purpose of this quantitative correlational research study was to investigate incentives and barriers to instructional technology use by faculty in the courses they teach. Due to only one participant in the study, neither a Pearson correlation nor a multiple regression was able to be used to determine how much the predictive variables and instructional technologies, contribute to changes in the criterion variable and student outcomes. Data collection was done through a researcher-created, electronic, Likert-type survey to gather information from full-time high school teachers working at an Allegheny County high school in Pennsylvania for the 2016 - 2017 school year.
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