Date of Award

6-2003

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

College of Education, Doctoral Program

First Advisor

Murray, Christopher

Second Advisor

Owens, Roxanne

Third Advisor

Kuzmic, Jeffrey

Abstract

This study examined several factors relating to the use of computers in the classroom by teachers. The factors examined in this study included teacher attitudes, emotions, beliefs and outside influences. This was done by a review of past studies, administering two surveys (demographics questionnaire and Computer Attitude Scale) and analyzing the survey data. Questionnaires were distributed to faculty at five randomly selected schools in the Chicagoland area participating in the study. Data from the surveys were then examined by principle components analysis, multiple correlation and multiple regression analyses to determine which factors correlate with teacher computer use in the classroom. This study found that a greater amount of computer experience fostered more positive attitudes towards computers. Teachers with greater years of computer experience were more comfortable with computers. The study also found that usefulness is correlated with grade level taught, teaching experience and classroom use and that computer liking is correlated with grade level taught and teaching experience. The main goal of this study was to examine the relationship between teachers' attitudes, emotions, beliefs, outside influences and teachers use of computers. The results should help administrators and teachers understand why faculty embrace or resist technology. The findings suggest that training professionals should consider many of the correlations between factors found in this study when designing professional development programs for teachers.

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