An Assessment of Technology Learning Styles, Skills, and Perceptions Among Teachers of Grades Pre-Kindergarten Through Four. Page: 48

                                
scanner and recorded into spreadsheet files. The data were analyzed during June and
July 2004.
On the GSD, a score of 27 or more reflects a dominant learning style. As a result,
the researcher manually reviewed data for all completed surveys and selected for
analysis only those for which there was a GSD score of 27 or more. If a GSD included
two or more scores with the same value, that set of surveys was also eliminated from
analysis. This data verification step was taken in order to assure that the only data sets
used in the analysis would include a dominant learning style. A total of 508 teachers
initially participated in the study. The results of nine surveys were eliminated from
analysis during data verification for reasons described in Chapter 4. As a result, 499
participants were included. During the course of this review of data, the researcher also
keyed in an assigned sequential number for each data set and verified that the number
corresponded to each set of surveys.
Data Analysis
All statistical data were analyzed using Statistical Program for the Social
Sciences (SPSS) statistical data analysis software, Version 10.0, 2000 (SPSS, Inc.,
Chicago, IL, http://www.spss.com). In order to describe the targeted population,
descriptive data were generated for the following demographic items: years of teaching
experience, gender, years of teaching experience in the Mansfield ISD, teaching
assignment, number of credit hours of technology-related instruction in teacher
certification program, number of clock hours of technology-related instruction in other

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