Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration |
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| 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;1. University of Twente, Postbus 217, 7500 AE Enschede, The Netherlands;2. College of Child Development and Education, University of Amsterdam, PO Box 15776, 1001 NG Amsterdam, The Netherlands;3. Department of Educational Studies, Ghent University, Henri Dunantlaan 2, B9000 Ghent, Belgium;4. National Centre for Curriculum Development, PO Box 2041, 7500 CA Enschede, The Netherlands;1. University of Tübingen, Germany;2. University of Education, Weingarten, Germany;1. Western Norway University of Applied Sciences, P.O Box 7030, 5020 Bergen, Norway;2. Faculty of Arts and Education, University of Stavanger, Norway;1. Centre for Educational Measurement at the University of Oslo (CEMO), University of Oslo, Norway;2. Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo, Norway;3. Faculty of Education, University of Macau, China |
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| 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. |
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