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dc.contributor.authorIrwin, Kristen Mark
dc.description.abstractThis study used an Internet survey to examine eight conditions that facilitate the implementation of instructional technology (Ely, 1990, 1999) in the context of environmental education. A total of 884 members of the Project Learning Tree community participated in the study and represented the three primary role groups: educators, facilitators, and state coordinators. A modified version of the Implementation Profile Inventory (IPI) survey by Ensminger and Surry (2008) was used to collect data over an eight week period starting August 10, 2010. Project Learning Tree educators were found to have higher IPI scores than facilitators and state coordinators. When the level of use of technology was correlated to the eight conditions for implementation, six of the eight conditions were found to be significant. Regression analysis produced a four-variable model with an adjusted R2 = .103. Characteristics of a PLT educator most likely to implement technology describes a person as having completed a PLT workshop after January 1, 2007; they use technology and encourages students to learn with technology; they are less than 25 years old; and do not live in the North Central PLT region.
dc.subjectEnvironmental education
dc.subjectinstructional technology
dc.titleConditions for implementation that affect the level of use of instructional technology among Project Learning Tree educators
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorInstructional Technology
dc.description.advisorRobert Branch
dc.description.committeeRobert Branch
dc.description.committeeLloyd Rieber
dc.description.committeeMike Orey
dc.description.committeeNick Fuhrman

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