Theses and Dissertations

Date of Award

2011

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Anymir Orellana

Committee Member

Johanna Tunon

Committee Member

Ronald P. Kern

Keywords

Teacher Attitudes, Adoption (Ideas), Technology Integration, High School Teachers

Abstract

Web 2.0 technologies have potential for teaching and learning, but show a slow rate of adoption in education. The purpose of this study was to examine the factors that contribute to high school teachers’ intention to use Web 2.0 technologies for classroom instruction, and to determine if digital nativeness affects teachers’ perception to use them. Research questions examined were (a) To what extent are high school teachers using Web 2.0 technologies for classroom instruction? (b) What opinions do high school teachers have regarding Web 2.0 technologies for classroom instruction? (c) Which factors best predict the decision of high school teachers to adopt or not Web 2.0 technologies for classroom instruction? and (d) To what degree do digital native teachers show a difference in their perception of the benefits of Web 2.0 technologies when compared to digital immigrant teachers? The decomposed theory of planned behavior was used as theoretical framework.

A survey design was employed adapting Ajjan and Hartshorne’s (2008) questionnaire. Participants were high school teachers from a specific school region of Miami-Dade County Public Schools. Data from 152 participants were analyzed using descriptive and multiple regression methods. Findings showed that teachers do not use these technologies: blogs 51.1%, wikis 36.5%, social networking 53.3%, social bookmarking 59.9%, and audio/video conferencing 41.6%. Many did not plan to use them at all.

Regarding predictors of teachers’ behavioral intention to use Web 2.0 technologies: attitude, subjective norm, and perceived behavioral control were significant predictors, with attitude the strongest (ß = .634); of the decomposed factors, perceived usefulness and compatibility were significant predictors. Teacher comments suggested that lack of equipment, training, funding, security issues and firewalls were possible obstacles affecting perceived usefulness and compatibility. The difference between digital natives and digital immigrants was inconclusive.

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