TEACHERS’ PERCEPTIONS OF TECHNOLOGY EFFECTIVENESS IN HIGH SCHOOL

Abstract

The purpose of this study was to examine high school teachers’ perceptions of technology in the classroom, including technology access, usage, and effectiveness. This study was conducted by administering a survey to high school teachers, Grades 9 through 12, in Indiana. The survey, entitled Teachers’ Perceptions of Technology Effectiveness in High Schools was used with high school teachers’ to determine their perceptions of technology access, usage, and effectiveness in classrooms. A total of 343 teachers submitted complete responses to the Teachers’ Perceptions of Technology Effectiveness in High Schools. I developed a survey to quantitatively measure the perceptions of teachers on current technology usage patterns in the state of Indiana. Data were analyzed using a Pearson correlation test, a one-way ANOVA test, and a multiple regression test. The data analysis showed a significant correlation between teacher software and equipment utilization with perceived effectiveness. Also, significant differences were noted in teachers’ perceptions and usage of technology based on age. Last, significant differences were found in perceptions and usage of technology based on teaching position. Based on the above results the following conclusion was proposed: An effective professional development or training program should be implemented for teachers when implementing technology. School corporations need to offer a comprehensive program over a period of time in order for teachers to acclimate themselves to various capabilities of said technology. Within this comprehensive program, there would also be time for on-going professional development, time to collaborate with peers, administrative support, reflection and goal setting, and even additional summer opportunities for further learning.