Date of Award
Doctor of Philosophy (PHD)
College of Education
The purpose of this phenomenological study was to assess the attitudes, perceptions, behaviors, and responses of teachers with varying computer skills after exposure to the Technology Learning Model (TLM), as well as to assess the overall impact of the staff development experiences. The TLM was comprised of a researcher-designed, 10-session, 15- hour training implementation over 8 weeks. The two research questions of the study were: How will participants with varying computer skill levels respond to the TLM? How does the TLM affect participants' attitudes toward integration of computer technology into professional responsibilities?
The purposeful sample was drawn from teachers at a suburban elementary school. Before the training participants were administered two surveys to assess their technology skill levels. The sample was comprised of two teachers each at beginning, intermediate, and advanced levels.
Data were collected from multiple sources, including observations, and researcher and teacher field notes. On training completion, one-to one, open-ended interviews were conducted and teachers' lesson plans were reviewed.
Data were transcribed, coded, and triangulated according to qualitative, grounded theory methods (Miles & Huberman, 1994). Member checks were performed, and participant feedback verified the researcher's interpretations. Data analysis was conducted with the aid of the NVivo software program.
Findings showed that TLM participants perceived that post-training collaboration was the most valued outcome of the training. Collaboration was closely linked with support through many sources, which all participants found extremely beneficial. Familiarity among participants also emerged as an important characteristic of the TLM.
Findings showed that the TLM exceeded the learning expectations of the beginners. Intermediate participants confirmed satisfaction with the learning and made recommendations for future training. Advanced participants enjoyed the collaborative experiences associated with the TLM but reported that the level of instruction fell below their learning expectations. Additional findings, recommendations, and conclusions are presented.
Shoemaker, M. S. (2001). Attitudes, Perceptions, Behaviors and Responses of Elementary Teachers with Varying Computer Proficiencies Toward a Technology Learning Model [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/197