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dc.contributor.authorLeMoine, Lisa
dc.date.accessioned2014-03-04T02:51:12Z
dc.date.available2014-03-04T02:51:12Z
dc.date.issued2007-12
dc.identifier.otherlemoine_lisa_w_200712_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/lemoine_lisa_w_200712_edd
dc.identifier.urihttp://hdl.handle.net/10724/24431
dc.description.abstractNew national reform movements and state-driven policies and standards have resulted in an increased demand for professional development at the local level, specifically in technology use. Based on new national reform movements, states have assumed the leadership role establishing new academic standards, teacher certification requirements, technology standards for teachers and students, and technology standards for teacher preparation programs. States also have been the driving force behind the development of state technology plans, goals, and reform movements aimed at aligning the states with federal programs and objectives (U.S. Department of Education, 2006; Zucker, Dove, & McGee, 2000). Many states, including Georgia, have put into place training reform programs in technology for educators to improve technology competencies (Burke, 2000; Georgia Legislature, 2000; Kentucky Department of Education, 2006; South Carolina Department of Education, 2006; Texas Education Agency, 2004; Virginia Department of Education, 2006). The purpose of this correlational study was to analyze the characteristics of educators in a large public school district in the state of Georgia to provide predictors of Personal Computer Use (PCU), Current Instructional Practices (CIP), Level of Technology Implementation (LoTi), and Level of Technology Implementation (LoTi) total score as measured by the Level of Technology Implementation Questionnaire (LoTiQ). Five independent variables were included in this study: method of completing the technology requirement for recertification, certification field, grade level, age, and gender. A random sample was taken of all certified teacher employed during the 2006-2007 school year of this large public school district in the state of Georgia. Knowledge of the self-perceived implementation levels was measured by the Level of Technology Implementation Questionnaire (LoTiQ) (F. Saunders, personal communication, October 13, 2006). Stepwise multiple regression was used for analysis. Based on the stepwise multiple regression and a follow-up linear regression, significance was found between the independent variables method of completing the technology requirement for recertification, grade level, and age and the dependent variable PCU. Significance was also found between the independent variable grade level and the dependent variable LoTi. A correlation matrix further examined and confirmed the relationships found.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectTechnology-professional development
dc.subjectLevel of Technology Implementation
dc.subjectLoTi
dc.subjectDiffusion of Innovations
dc.subjectConcerns Based Adoption Model
dc.subjectGeorgia
dc.subjectTechnology Implementation
dc.titleIdentification of predictors of educators' technology implementation
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentWorkforce Education, Leadership, and Social Foundations
dc.description.majorOccupational Studies
dc.description.advisorElaine Adams
dc.description.committeeElaine Adams
dc.description.committeeMyra Womble
dc.description.committeeDesna Wallin
dc.description.committeeRoger Hill


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