id: 05638583
dt: j
an: 2009f.00124
au: Mueller, Julie; Wood, Eileen; Willoughby, Teena; Ross, Craig; Specht,
Jacqueline
ti: Identifying discriminating variables between teachers who fully integrate
computers and teachers with limited integration.
so: Comput. Educ. (Exeter) 51, No. 4, 1523-1537 (2008).
py: 2008
pu: Elsevier, Exeter
la: EN
cc: B50 C29 U50
ut: computer integration; elementary teachers; secondary teachers; computers in
classrooms; teacher characteristics; computer technology; teachers;
computers
ci:
li: doi:10.1016/j.compedu.2008.02.003
ab: Summary: Given the prevalence of computers in education today, it is
critical to understand teachersâ€™ perspectives regarding computer
integration in their classrooms. The current study surveyed a random
sample of a heterogeneous group of 185 elementary and 204 secondary
teachers in order to provide a comprehensive summary of teacher
characteristics and variables that best discriminate between teachers
who integrate computers and those who do not. Discriminant Function
Analysis indicated seven variables for elementary teachers and six for
secondary teachers (accounting for 74\% and 68\% of the variance,
respectively) that discriminated between high and low integrators.
Variables included positive teaching experiences with computers;
teacherâ€™s comfort with computers; beliefs supporting the use of
computers as an instructional tool; training; motivation; support; and
teaching efficacy. Implications for support of computer integration in
the classroom are discussed.
rv: