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The Relationship between Teachers' Technology Integration and Entrepreneurial Intention.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Relationship between Teachers' Technology Integration and Entrepreneurial Intention./
作者:	Fry, Tammy Estes.
面頁冊數:	1 online resource (148 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Educational technology. -
電子資源:	click for full text (PQDT)
ISBN:	9780438108448

The Relationship between Teachers' Technology Integration and Entrepreneurial Intention.
Fry, Tammy Estes.

The Relationship between Teachers' Technology Integration and Entrepreneurial Intention. - 1 online resource (148 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--University of Kansas, 2018.

Includes bibliographical references

In order to embrace the character of 21st century classrooms, teachers should model critical thinking, design thinking, and ultimately entrepreneurial thinking for students. Teachers who effectively integrate digital tools into their instructional practices at higher levels of technology integration not only promote this type of thinking but also become role models as entrepreneurial thinkers.

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

Mode of access: World Wide Web

ISBN: 9780438108448Subjects--Topical Terms:

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

554714
Electronic books.

The Relationship between Teachers' Technology Integration and Entrepreneurial Intention.
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245 1 4 $a The Relationship between Teachers' Technology Integration and Entrepreneurial Intention.
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300 $a 1 online resource (148 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: Ronald Aust.
502 $a Thesis (Ph.D.)--University of Kansas, 2018.
504 $a Includes bibliographical references
520 $a In order to embrace the character of 21st century classrooms, teachers should model critical thinking, design thinking, and ultimately entrepreneurial thinking for students. Teachers who effectively integrate digital tools into their instructional practices at higher levels of technology integration not only promote this type of thinking but also become role models as entrepreneurial thinkers.
520 $a Lambert and Cuper (2008) establish that more professional development is needed to prepare practicing teachers as well as pre-service teacher candidates to modernize their practice, to integrate digital tools at higher levels for their teaching activities, and to quantify their own learning. This practice makes teachers more entrepreneurial in mindset and practice. Icek Ajzen (1991) in accordance with his Theory of Planned Behavior, contends that entrepreneurial actions are intentional, and several other researchers have included this concept when analyzing the characteristics of an entrepreneur. Accordingly, with the fairly new development of the term, "teacherpreneur", there is a prominent focus on teachers and their influence in entrepreneurial practice (Berry, 2013).
520 $a Study participants were preK-12 teachers with a mean age of 46.7 years. The 43 male and 168 female participants, ranging in experience and their teaching level, responded to a four-part Likert scale survey. The survey included items adapted from Magana's (2017) T3 Technology Integration Framework, items listed as agreed-upon entrepreneurial characteristics, items adapted from Linan and Chen's (2006) Entrepreneurial Intention Questionnaire, and demographic items teaching level, years of experience, gender, and age.
520 $a A significant relationship was found between overall technology integration and entrepreneurial characteristics and intention (F (4,202) =14.86, p=<.01). Entrepreneurial characteristics and intention were also significantly related to the translational (F (4,202) =3.63, p=.01), transformational (F (4,202) =15.73, p=<.01), and transcendent (F (4,202) =23.68, p=<.01) levels of technology integration. Neither overall technology integration (F (5,203) =1.11, p=.36) nor overall entrepreneurial characteristics and intention (F (5,204)=0.11, p=.99) had a significant relationship to demographics.
520 $a The findings confirm a relationship between levels of technology integration and entrepreneurial characteristics and entrepreneurial intention. The study demonstrates the necessity to include more professional development concerning higher-level use of technology to develop teaching practices that model entrepreneurial thinking for students.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational technology. $3 556755
650 4 $a Entrepreneurship. $3 559908
655 7 $a Electronic books. $2 local $3 554714
690 $a 0710
690 $a 0429
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Kansas. $b Educational Leadership and Policy Studies. $3 1148473
773 0 $t Dissertation Abstracts International $g 79-11A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10813046 $z click for full text (PQDT)