Date of Award:

5-2020

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Applied Sciences, Technology, and Education

Advisor/Chair:

Debra Spielmaker

Co-Advisor/Chair:

Rebecca Lawver

Third Advisor:

Julie Wheeler

Abstract

Effective instructional technology use increases student learning outcomes. There has been an increase in the number and variety of new instructional technologies, but previous research has not focused on the demographic of Family and Consumer Sciences (FCS) teachers. More research was needed to identify correlations among technology adopters and how they perceived student learning.

The researcher developed an online survey adapted from previous research to identify technologies being used in FCS classrooms, teacher attitudes on technology integration and perceptions on student learning, and demographic information. A comparison of high school and middle school settings was conducted. It was found that FCS teachers in the state of Utah use a variety of instructional technologies, they lean toward a constructivist point of view, and there is no difference amongst technology adopters regarding age, years teaching experience, or middle school and high school classroom settings.

This study adds to the literature regarding instructional technology use, teacher attitudes and perceptions related to instructional technologies and student learning, and characteristics of teacher technology adopters. This information is important to anyone who plans professional development regarding technology use and adoption.

Checksum

08c604a394dba3f0fe235afe64a2103c

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