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The Effects of Demographic Factors on High School Science Educators’ Technology Use

Year 2022, Volume: 5 Issue: 1, 15 - 30, 31.01.2022

Abstract

Several studies have been done to identify the impacts of educators’ demographic factors on their use of technology in the classroom. In this study, the participants of a random sample of full-time high school science educators across 46 states were surveyed. All the data was obtained through an online, closed-ended survey via the Qualtrics website. We did send a survey to 3000 science educators and 104 completed it. Findings showed that there are no significant relationships between science educators’ demographic factors and self-efficacy, tool use, or professional development for the variety of technology tools given in this study. Although our research considered all possible demographic factors about self-efficacy, the use of technology tools in the classroom, and/or their professional development experience, no significant relationship between these variables was found. To continue to examine demographics’ impacts on educator self-efficacy levels with technology, future researches need to involve class observations and interviews of educators using technology while teaching. Observational studies would better assess educator efficacy levels and the extent to which teachers are involved with different types of professional development and how demographics affect those levels.

Supporting Institution

Western Michigan University

Project Number

IRB #18-08-02

References

  • Reference1 Aljuzayri, Z. H. B., Pleasants, B., & Horvitz, B. (2017). High School Science Teachers' Confidence with ClassroomTechnology Integration. i-Manager's Journal on school educational Technology, 13(1),21.
  • Reference 2 Bang, E., & Luft, J. A. (2013). Secondary science teachers' use of technology in the classroom during their first 5 years. Journal of Digital Learning in TeacherEducation, 29(4), 118-126.

  • Reference 3 Bebetsos, E., & Antoniou, P. (2009). Gender differences on attitudes, computer use and physically activity among Greek university students. Online Submission, 8(2).
  • Reference 4 Hong, K., & Koh, C. (2002). Computer anxiety and attitudes toward computers among rural secondary school teachers: A Malaysian perspective. Journal of Research on Technology in Education, 35(1), 27-46.
  • Reference 5 Isman, A., Yaratan, H., & Caner, H. (2007). How technology is integrated into science education in a developing country:North Cyprus case. TOJET: The Turkish Online Journal of Educational Technology, 6(3).

  • Reference 6 Joseph, K. (2009). The effects of technology in the classroom on teacher self-efficacy for technology use. Retrieved April 2012 from: http://gunston.gmu.edu/kjoseph/portfolio/documents/EDRS811_Teacher- Self- Efficacyfor- Technology-Use.pdf Reference 7 Kelani, R. R. (2009). A professional development study of technology education in science teaching in Benin: Issues of teacher change and self-efficacy beliefs (Doctoral dissertation, Kent State University).
  • Reference 8 Lu, R., & Overbaugh, R. C. (2009). School environment and technology implementation in K–12classrooms. Computers in the Schools, 26(2), 89-106.
  • Reference 9 McConnell, B. (2011). Factors affecting teachers’ level of technology implementation in a Texas private school (Doctoral Dissertation). Available from Proquest Dissertations and Thesis database. (UMI No. 3460960).
  • Reference 10 Pan, S. C., & Franklin, T. (2011). In-Service Teachers' Self-Efficacy, Professional Development, and Web 2.0Tools for Integration. New Horizons in Education, 59(3), 28-40.
  • Reference 11 Pierson, M., & Borthwick, A. (2010). Framing the assessment of educational technology professionaldevelopment in a culture of learning. Journal of Computing in Teacher Education, 26(4),126-131.
  • Reference 12 Pimentel, J.L. (2010). A note on the usage of Likert Scaling for research date analysis. USM R&D journal, 18(2), 109-112.
  • Reference 13 Williams, H. & Kingham, M. (2003). Infusion of technology into the curriculum. Journal of Instructional Psychology, 30(3), 178-184
  • Reference 14 Yidana, I. (2007). Faculty perceptions of technology integration in the teacher education curriculum: A survey of two Ghanaian universities (Doctoral dissertation, Ohio University).

The Effects of Demographic Factors on High School Science Educators’ Technology Use

Year 2022, Volume: 5 Issue: 1, 15 - 30, 31.01.2022

Abstract

Several studies have been done to identify the impacts of educators’ demographic factors on their use of technology in the classroom. In this study, the participants of a random sample of full-time high school science educators across 46 states were surveyed. All the data was obtained through an online, closed-ended survey via the Qualtrics website. We did send a survey to 3000 science educators and 104 completed it. Findings showed that there are no significant relationships between science educators’ demographic factors and self-efficacy, tool use, or professional development for the variety of technology tools given in this study. Although our research considered all possible demographic factors about self-efficacy, the use of technology tools in the classroom, and/or their professional development experience, no significant relationship between these variables was found. To continue to examine demographics’ impacts on educator self-efficacy levels with technology, future researches need to involve class observations and interviews of educators using technology while teaching. Observational studies would better assess educator efficacy levels and the extent to which teachers are involved with different types of professional development and how demographics affect those levels.

Project Number

IRB #18-08-02

References

  • Reference1 Aljuzayri, Z. H. B., Pleasants, B., & Horvitz, B. (2017). High School Science Teachers' Confidence with ClassroomTechnology Integration. i-Manager's Journal on school educational Technology, 13(1),21.
  • Reference 2 Bang, E., & Luft, J. A. (2013). Secondary science teachers' use of technology in the classroom during their first 5 years. Journal of Digital Learning in TeacherEducation, 29(4), 118-126.

  • Reference 3 Bebetsos, E., & Antoniou, P. (2009). Gender differences on attitudes, computer use and physically activity among Greek university students. Online Submission, 8(2).
  • Reference 4 Hong, K., & Koh, C. (2002). Computer anxiety and attitudes toward computers among rural secondary school teachers: A Malaysian perspective. Journal of Research on Technology in Education, 35(1), 27-46.
  • Reference 5 Isman, A., Yaratan, H., & Caner, H. (2007). How technology is integrated into science education in a developing country:North Cyprus case. TOJET: The Turkish Online Journal of Educational Technology, 6(3).

  • Reference 6 Joseph, K. (2009). The effects of technology in the classroom on teacher self-efficacy for technology use. Retrieved April 2012 from: http://gunston.gmu.edu/kjoseph/portfolio/documents/EDRS811_Teacher- Self- Efficacyfor- Technology-Use.pdf Reference 7 Kelani, R. R. (2009). A professional development study of technology education in science teaching in Benin: Issues of teacher change and self-efficacy beliefs (Doctoral dissertation, Kent State University).
  • Reference 8 Lu, R., & Overbaugh, R. C. (2009). School environment and technology implementation in K–12classrooms. Computers in the Schools, 26(2), 89-106.
  • Reference 9 McConnell, B. (2011). Factors affecting teachers’ level of technology implementation in a Texas private school (Doctoral Dissertation). Available from Proquest Dissertations and Thesis database. (UMI No. 3460960).
  • Reference 10 Pan, S. C., & Franklin, T. (2011). In-Service Teachers' Self-Efficacy, Professional Development, and Web 2.0Tools for Integration. New Horizons in Education, 59(3), 28-40.
  • Reference 11 Pierson, M., & Borthwick, A. (2010). Framing the assessment of educational technology professionaldevelopment in a culture of learning. Journal of Computing in Teacher Education, 26(4),126-131.
  • Reference 12 Pimentel, J.L. (2010). A note on the usage of Likert Scaling for research date analysis. USM R&D journal, 18(2), 109-112.
  • Reference 13 Williams, H. & Kingham, M. (2003). Infusion of technology into the curriculum. Journal of Instructional Psychology, 30(3), 178-184
  • Reference 14 Yidana, I. (2007). Faculty perceptions of technology integration in the teacher education curriculum: A survey of two Ghanaian universities (Doctoral dissertation, Ohio University).
There are 13 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Zahrah Aljuzayri 0000-0003-2004-1224

Brandy Pleasant This is me 0000-0001-7678-492X

Project Number IRB #18-08-02
Publication Date January 31, 2022
Submission Date July 13, 2021
Acceptance Date December 6, 2021
Published in Issue Year 2022 Volume: 5 Issue: 1

Cite

APA Aljuzayri, Z., & Pleasant, B. (2022). The Effects of Demographic Factors on High School Science Educators’ Technology Use. Journal of STEAM Education, 5(1), 15-30.

The content in this journal is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License 30516