ASSESSING THE LEVEL OF TECHNOLOGY INTEGRATION OF TITLE I TEACHERS IN A LARGE URBAN SCHOOL DISTRICT

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dc.contributor.advisorDavis, Thomas E.en_US
dc.contributor.authorJefferson, Terrien_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2016-06-22T05:41:43Z
dc.date.available2016-06-22T05:41:43Z
dc.date.issued2015en_US
dc.description.abstractBy law, Title I schools employ teachers who are both competent in their subject knowledge and State certified. In addition, Title I teachers receive ongoing professional development in technology integration and are equipped with the latest innovative resources to integrate technology in the classroom. The aim is higher academic achievement and the effective use of technology in the classroom. The investment to implement technology in this large urban school district to improve student achievement has continued to increase. In order to infuse current and emerging technology throughout the curriculum, this school district needs to know where teachers have, and have not, integrated technology. Yet the level of how technology is integrated in Title I schools is unknown. This study used the Digital-Age Survey Levels of Teaching Innovation (LoTi) to assess 508 Title I teachers’ technology integration levels using three major initiatives purchased by Title I— the iPads program, the Chromebook initiative, and the interactive whiteboards program. The study used a quantitative approach. Descriptive statistics, regression analysis, and statistical correlations were used to examine the relationship between the level of technology integration and the following dependent variables: personal computer use (PCU), current instructional practices (CIP), and levels of teaching innovation (LoTi). With this information, budgetary decisions and professional development can be tailored to the meet the technology implementation needs of this district. The result of this study determined a significant relationship between the level of teaching innovation, personal computer use, and current instructional practices with teachers who teach with iPad, Chromebook, and/or interactive whiteboard. There was an increase in LoTi, PCU, and CIP scores with increasing years of experience of Title I teachers. There was also a significant relationship between teachers with 20 years or more teaching experience and their LoTi score.en_US
dc.identifierhttps://doi.org/10.13016/M2JB5Z
dc.identifier.urihttp://hdl.handle.net/1903/18179
dc.language.isoenen_US
dc.subject.pqcontrolledEducational leadershipen_US
dc.subject.pqcontrolledEducation policyen_US
dc.subject.pqcontrolledEducational technologyen_US
dc.subject.pquncontrolledinteractive whiteboardsen_US
dc.subject.pquncontrollediPadsen_US
dc.subject.pquncontrolledlotien_US
dc.subject.pquncontrolledMobile devicesen_US
dc.subject.pquncontrolledTechnology Integrationen_US
dc.subject.pquncontrolledTitle ien_US
dc.titleASSESSING THE LEVEL OF TECHNOLOGY INTEGRATION OF TITLE I TEACHERS IN A LARGE URBAN SCHOOL DISTRICTen_US
dc.typeDissertationen_US

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