Date of Graduation

Spring 2015

Degree

Master of Science in Education in Educational Technology

Department

Reading, Foundations, and Technology

Committee Chair

Ching-Wen Chang

Abstract

While much is understood about the importance of developing technological literacy in students, little is known about technological literacy in teachers and how it is related to technology integration in individual classrooms. This correlative study sought to establish the relationship between K-8th grade teachers' level of technological literacy and their perception and integration of technology in the classroom. Teachers in southwest Missouri were chosen using nonprobability sampling and were sent an online survey to complete at their convenience. Data were analyzed using Chi-square, the correlation coefficient Pearson r, multiple regression equations, and moderation analysis. The results of the study indicated that although there was no difference in technological literacy among teachers based on grade levels or experience, there was a strong positive correlation between technological literacy and perceptions and integrations of technology in the classroom. The data also implied that the best predictor of student-centered integration was the level of technological literacy that teachers possess. The results of this study could perhaps inspire school administrators to take action in improving teachers' technological literacy.

Keywords

educational technology, technological literacy, perceptions of technology, student-centered integration, correlation study

Subject Categories

Instructional Media Design

Copyright

© Emily Beth Norris

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Open Access

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