Home PublicationsJRTEPast IssuesVolume 36 Number 3

	Edited by Dr. Lynne Schrum, University of Utah
formerly Journal of Research on Computing in Education

Volume 36 Number 3 Spring 2004

Teacher Dispositions as Predictors of Classroom Technology Use
Rachel A. Vannatta
Nancy Fordham
Bowling Green State University

Abstract
This study examined various teacher dispositions that predict technology use among K­12 teachers. The Teacher Attribute Survey was administered to 177 K­12 teachers from six Northwest Ohio schools. This instrument measured a variety of teacher attributes, such as teacher self-efficacy, philosophy, openness to change, amount of professional development, and amount of technology use in the classroom. A forward multiple regression was conducted to identify the best combination of variables that predicts classroom technology use among K­12 teachers. Results indicate that the factor combination of amount of technology training, time spent beyond contractual work week, and openness to change best predicted classroom technology use.

Contributors
Rachel A. Vannatta is an associate professor and Chair of Educational Foundations and Inquiry at Bowling Green State University. She teaches courses on educational statistics, research, and assessment. Her research interests focus on technology integration in teacher education programs and program evaluation.

Download the full article (PDF, 138 KB, PDF Instructions)

Nancy Fordham is an assistant professor at Bowling Green State University in the Division of Teaching and Learning. She teaches courses in literacy and social studies and has an interest in technology use in the university and K­12 classroom.

Contact
Rachel A. Vannatta
Education 550
Bowling Green State University
Bowling Green, OH 43403
rvanna@bgnet.bgsu.edu

Copyright © 2004, ISTE (International Society for Technology in Education). All rights reserved.