The Relationship of the Learning Styles of High School Teachers and Computer Use in the Classroom

Description:

This study sought to determine if the dominant learning styles of high school teachers is related to the amount of time computers are used in the classroom by students. It also examined the types of software used by those teachers, and their levels of technology adoption. Subjects (N=177) were from high schools in a large urban school district. Instrumentation included the Gregorc Style Delineator, a modified version of the Snapshot Survey and the Stages of Adoption of Technology. An ANOVA showed no statistical significance between teachers with different dominant learning styles in the numbers of minutes per week that computers were utilized in their classrooms with students. A chi square test showed no statistical significance in the types of software used in the classrooms of teachers with different dominant learning styles. A chi square test showed no statistical significance in the Stages of Technology Adoption of teachers with different dominant learning styles.

Creator(s): Hunnicutt, Robert Lane
Creation Date: August 2005
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
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Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: August 2005
  • Digitized: February 12, 2008
Description:

This study sought to determine if the dominant learning styles of high school teachers is related to the amount of time computers are used in the classroom by students. It also examined the types of software used by those teachers, and their levels of technology adoption. Subjects (N=177) were from high schools in a large urban school district. Instrumentation included the Gregorc Style Delineator, a modified version of the Snapshot Survey and the Stages of Adoption of Technology. An ANOVA showed no statistical significance between teachers with different dominant learning styles in the numbers of minutes per week that computers were utilized in their classrooms with students. A chi square test showed no statistical significance in the types of software used in the classrooms of teachers with different dominant learning styles. A chi square test showed no statistical significance in the Stages of Technology Adoption of teachers with different dominant learning styles.

Degree:
Level: Doctoral
Language(s):
Subject(s):
Keyword(s): learning styles | teacher | computer use | Gregorc | GSD | software | stage of adoption
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 67529643 |
  • ARK: ark:/67531/metadc5580
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Hunnicutt, Robert Lane
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.