The relationship of the learning styles of high school teachers and computer use in the classroom.
Publisher Name:
University of North Texas
Place of Publication:
Denton, Texas
Original Creation Date:
2005-08
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.
Language:
English
Contributor
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Contributor
(Committee member):
Contributor
(Committee member):
Resource Type:
ETD (Electronic Theses or Dissertation)
Format:
Text
Degree
(Name) Doctor of Philosophy
(Level) Doctoral
(Discipline) Educational Computing
(Department) Department of Technology and Cognition
(Grantor) University of North Texas
Rights management:
(Access) Use restricted to UNT Community (strictly enforced)
(License) Copyright
(Holder) Hunnicutt, Robert Lane
(Statement) Copyright is held by the author, unless otherwise noted. All rights reserved.
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