The purpose of the study was to examine factors that influence teacher utilization of professional development in videoconferencing technology. Specifically the study investigated teacher characteristics (confidence and proficiency with educational technology, knowledge of technology tools, teacher beliefs, teaching strategies, years in education and subject area), professional development characteristics (consumer satisfaction, perceived learning, and perceived change in behavior), and school characteristics (school's stage in adoption of technology, number of teachers trained, school size, expenditure per pupil and school location) as predictors of utilization of videoconferencing. The grouping variable, utilization of videoconferencing was at three levels: the professional development group included teachers who conducted either zero or one videoconference, the minimal extension group included teachers who conducted two or three videoconferences, and the integrated use group included teachers who conducted four to sixteen videoconferences.
Archival data were utilized for the study. The sample included 288 teachers in K12 settings across New York State who participated in a five year Technology Innovation Challenge Grant. The final data set consisting of matched participants' responses to pre-survey, post-survey, and end-of-program survey was analyzed. A series of discriminant function analyses was used to predict group membership among the three videoconference utilization groups. Results indicate that teacher characteristic variables outperform school and professional development characteristic variables, as predictors of utilization of videoconferencing. School characteristic variables did not serve to differentiate the three groups. Professional development characteristics that were important were perceived change in behavior, and perceived learning. Teacher reported technology-related variables were more important predictors, when compared to the nontechnology related variables. A vital predictor to utilization of technology involved participant's prior confidence level with the use of technology tools. The need for preassessment of participants' technology skills prior to training and the number of hours for professional development in technology related field is discussed, as well as other implications for theory and research.
|Adviser||Dianna L. Newman|
|School||STATE UNIVERSITY OF NEW YORK AT ALBANY|
|Subjects||Educational psychology; Teacher education; Educational technology|
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