Date of Award
2002
Document Type
Thesis
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Marian Gibney
Keywords
anxiety, chi-square test, classroom technology, Concord College, Education 301, education majors, educational technology, frequency data, instructional technology, null hypothesis, preservice teachers, stages of concern questionnaire, student teachers, technology integration, technology use, teacher education
Abstract
Concord College has focused on improving the classroom use of technology among preservice teachers. This is done in an effort to reduce anxiety concerning technology and increase the level of comfort. Recent requirement changes mandate that all preservice teachers participate in a new course, Education 301, Instructional Technology in Education.
The problem is it is unknown if there is a relationship in the level of concern of student teachers, regarding the use of technology in the classroom, between the student teachers who have participated in Education 301 and those who have not.
The purpose of the study was to determine if there was a relationship in the student teacher's level of concern regarding the use of technology in the classroom between student teacher's who participated in Education 301 and those who have not. The research question for this study was: Is there is a relationship in the student teacher's level of concern regarding the use of technology in the classroom between student teachers who participated in Education 301 and those who have not?
In order to answer this research question frequency data was collected using the sot (Stages of Concern) Questionnaire The data were analyzed using a 2x7 chi square test with 6 degrees of freedom and a p value of .05. The calculated chi square was 17.826; the significant difference was . 007 with regard to the student teacher's level of concern regarding the use of technology between student teachers having participated in education 301 and those who did not there was a relationship.
Based on the results this researcher arrived at three conclusions. First, it was concluded that the results of the statistical analysis required the decision to reject the null hypothesis. Second, given the emphasis on technology in the educational arena, it was concluded that the data supported the decision to require Education 301 for all education majors. Third, considering the fact that other variables could have been instrumental in altering the results, it was concluded that further studies needed to be done.
Based on the preceding conclusions, three recommendations were made. First, it was recommended that the Concord Education Department continue to require education majors to take Education 301. Second, a study should be conducted in future semesters to insure the validity of the current results. Third, that the instructors teaching Education 301 receive a copy of the results for review.