Cognitive Playfulness, Innovativeness, and Belief of Essentialness: Characteristics of Educators who have the Ability to Make Enduring Changes in the Integration of Technology into the Classroom Environment.

Thumbnail image of item number 1 in: 'Cognitive Playfulness, Innovativeness, and Belief of Essentialness: Characteristics of Educators who have the Ability to Make Enduring Changes in the Integration of Technology into the Classroom Environment.'.
Thumbnail image of item number 2 in: 'Cognitive Playfulness, Innovativeness, and Belief of Essentialness: Characteristics of Educators who have the Ability to Make Enduring Changes in the Integration of Technology into the Classroom Environment.'.
Thumbnail image of item number 3 in: 'Cognitive Playfulness, Innovativeness, and Belief of Essentialness: Characteristics of Educators who have the Ability to Make Enduring Changes in the Integration of Technology into the Classroom Environment.'.
Thumbnail image of item number 4 in: 'Cognitive Playfulness, Innovativeness, and Belief of Essentialness: Characteristics of Educators who have the Ability to Make Enduring Changes in the Integration of Technology into the Classroom Environment.'.
Showing 1-4 of 161 pages in this dissertation.

PDF Version Also Available for Download.

Description

Research on the adoption of innovation is largely limited to factors affecting immediate change with few studies focusing on enduring or lasting change. The purpose of the study was to examine the personality characteristics of cognitive playfulness, innovativeness, and essentialness beliefs in educators who were able to make an enduring change in pedagogy based on the use of technology in the curriculum within their assigned classroom settings. The study utilized teachers from 33 school districts and one private school in Texas who were first-year participants in the Intel® Teach to the Future program. The research design focused on how cognitive … continued below

Creation Information

Dunn, Lemoyne Luette Scott August 2004.

Context

This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by the UNT Libraries to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 2284 times. More information about this dissertation can be viewed below.

Who

People and organizations associated with either the creation of this dissertation or its content.

Author

Chairs

Committee Member

Publisher

Rights Holder

For guidance see Citations, Rights, Re-Use.

  • Dunn, Lemoyne Luette Scott

Provided By

UNT Libraries

The UNT Libraries serve the university and community by providing access to physical and online collections, fostering information literacy, supporting academic research, and much, much more.

About | Browse this Partner

Contact Us

Corrections Questions

What

Descriptive information to help identify this dissertation. Follow the links below to find similar items on the Digital Library.

Description

Research on the adoption of innovation is largely limited to factors affecting immediate change with few studies focusing on enduring or lasting change. The purpose of the study was to examine the personality characteristics of cognitive playfulness, innovativeness, and essentialness beliefs in educators who were able to make an enduring change in pedagogy based on the use of technology in the curriculum within their assigned classroom settings. The study utilized teachers from 33 school districts and one private school in Texas who were first-year participants in the Intel® Teach to the Future program. The research design focused on how cognitive playfulness, innovativeness, and essentialness beliefs relate to a sustained high level of information technology use in the classroom. The research questions were: 1) Are individuals who are highly playful more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who are less playful? 2) Are individuals who are highly innovative more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who are less innovative? 3) Are individuals who believe information technology use is critical and indispensable to their teaching more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who believe it is supplemental and not essential? The findings of the current study indicated that playfulness, innovativeness, and essentialness scores as defined by the scales used were significantly correlated to an individual's sustained ability to use technology at a high level. Playfulness was related to the educator's level of innovativeness, as well. Also, educators who believed the use of technology was critical and indispensable to their instruction were more likely to be able to demonstrate a sustained high level of technology integration. Further research is recommended to investigate numerous personality traits, such as playfulness, innovativeness, creativity, and risk-taking that might relate to technology adoption. Doing so may lead to modifications of professional development, assisting individuals in adapting better and faster to systemic change.

Language

Item Type

Identifier

Unique identifying numbers for this dissertation in the Digital Library or other systems.

Collections

This dissertation is part of the following collection of related materials.

UNT Theses and Dissertations

Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community.

About | Browse this Collection

What responsibilities do I have when using this dissertation?

Digital Files

When

Dates and time periods associated with this dissertation.

Creation Date

  • August 2004

Added to The UNT Digital Library

  • Feb. 15, 2008, 3:31 p.m.

Description Last Updated

  • July 1, 2015, 12:54 p.m.

Usage Statistics

When was this dissertation last used?

Yesterday: 0
Past 30 days: 3
Total Uses: 2,284
More Statistics

Interact With This Dissertation

Here are some suggestions for what to do next.

Start Reading

Thumbnail image of item number 1 in: 'Cognitive Playfulness, Innovativeness, and Belief of Essentialness: Characteristics of Educators who have the Ability to Make Enduring Changes in the Integration of Technology into the Classroom Environment.'.
Thumbnail image of item number 2 in: 'Cognitive Playfulness, Innovativeness, and Belief of Essentialness: Characteristics of Educators who have the Ability to Make Enduring Changes in the Integration of Technology into the Classroom Environment.'.
Thumbnail image of item number 3 in: 'Cognitive Playfulness, Innovativeness, and Belief of Essentialness: Characteristics of Educators who have the Ability to Make Enduring Changes in the Integration of Technology into the Classroom Environment.'.
Thumbnail image of item number 4 in: 'Cognitive Playfulness, Innovativeness, and Belief of Essentialness: Characteristics of Educators who have the Ability to Make Enduring Changes in the Integration of Technology into the Classroom Environment.'.

PDF Version Also Available for Download.

Citations, Rights, Re-Use

International Image Interoperability Framework

IIF Logo

We support the IIIF Presentation API

Links for Robots

Helpful links in machine-readable formats.

Archival Resource Key (ARK)

International Image Interoperability Framework (IIIF)

Metadata Formats

Images

URLs

Stats

Dunn, Lemoyne Luette Scott. Cognitive Playfulness, Innovativeness, and Belief of Essentialness: Characteristics of Educators who have the Ability to Make Enduring Changes in the Integration of Technology into the Classroom Environment., dissertation, August 2004; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc4620/: accessed January 22, 2025), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

Back to Top of Screen