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Edited by Dr. Lynne Schrum, University of Utah
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| formerly Journal of Research on Computing in
Education |
Volume 38 Number 4 Summer 2006
The Influence of Teachers’ Technology Use on Instructional Practices
Glenda C. Rakes
The University of Tennessee—Martin
Valerie S. Fields
Louisiana Campus Compact
Karee E. Cox
The University of Memphis
Abstract
This study investigated the relationship between technology use and skills and the use of
constructivist instructional practices among teachers in rural schools. Teachers in this study
responded to Moersch’s instrument, the Levels of Technology Implementation (LoTi). The LoTi
was administered to the fourth and eighth grade teachers in 11 school districts to determine if
levels of classroom technology use and personal computer use predicted the use of constructivist
instructional practices. Results indicate that there is a significant, positive relationship between
both levels of classroom technology use and personal computer use and the use of constructivist
instructional practices, with personal computer use being the strongest predictor.
 Download the full article PDF (PDF, 553 KB, PDF instructions)
Contributors
Dr. Rakes is a professor of instructional technology at the University of
Tennessee—Martin.
Dr. Fields is Executive Director of Louisiana Campus Compact.
Ms. Cox is a teaching assistant and PhD candidate in the Department of Educational
Psychology and Research at the University of Memphis.
Contact
Glenda C. Rakes, The University of Tennessee—
Martin
Gooch Hall 205F, College of Education and Behavioral Sciences
Department of Educational Studies
Martin, TN 38237
grakes@utm.edu
Valerie S. Fields
Southeastern Louisiana University
Luther H. Dyson Hall–
150B
Hammond, LA 70402
vfields@selu.edu
Karee E. Cox
The University of Memphis
College of Education
Ball Hall–100
Memphis, TN 38152
kareecox@memphis.edu
Copyright © 2006, ISTE (International Society for Technology in Education). All rights reserved.
| levels of technology implementation, constructivism |
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