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Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration |
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| Authors: | Julie Mueller Eileen Wood Teena Willoughby Craig Ross Jacqueline Specht |
| Affiliation: | 1. Wilfrid Laurier University, Faculty of Education, Department of Psychology, 75 University Avenue, Ontario, Canada N2L 3C5;2. Brock University, Department of Child &; Youth Services, 500 Glenridge Avenue, St. Catherines, Ontario, Canada L2S 3A1;3. University of Windsor, Department of Psychology, 173 Chrysler Hall South, 401 Sunset Avenue, Windsor, Ontario, Canada N9B 3P4;4. The University of Western Ontario, Faculty of Education, 1137 Western Road, London, Ontario, Canada N6G 1G7 |
| Abstract: | Given the prevalence of computers in education today, it is critical to understand teachers’ 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; teacher’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. |
| Keywords: | Computer integration Elementary and secondary teachers Computers in classrooms Teacher Characteristics Computer technology Teachers Computers |
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