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Expending less energy than was previously required to convey information one-to-one, a message can now be transmitted instantly, with little or no cost, to enormous groups of people through email and the Internet. With a very basic Web site, anyone...

This presentation will provide results from a study that examined the relationship between PK-12 teachers' concerns about instructional technology and a variety of factors that relate to the technology training they have received and teacher...

There is a continuing disconnect among those who recognize the value and growing needs associated with technology-related innovation and campus administrators and policy makers who are in charge of overall budgeting and resource allocation. How does ...

Many teachers, especially more experienced teachers, have been unable to find effective ways to use technology in their classrooms. One possible explanation for this lack of success is that the use of technology in the classroom has been viewed in ...

The ultimate goal for technology in schools is to move teachers through the change process and integrate technology into teaching and learning to the extent that it becomes "normal" or institutionalized. Five hundred six PK-12 teachers were asked...

The purpose of this study was to investigate whether technology training received by principals influences the integration of technology into classrooms. The study examined the levels of technology integration into the schools' curricula with regard ...

Education professionals have been discussing technology integration since the mid 1980s. Professional organizations continue to emphasize technology integration. Yet several surveys continue to indicate that many preservice teachers do not feel...

With the increase in online course offerings in colleges of education, there is an accompanying concern over course quality and academic integrity. Misconceptions about open book tests cause many to dismiss their use in online courses. This paper...

Research supports the premise that students who are taught to use higher-order thinking skills perform better on national tests. There is also evidence that technology use by teachers encourages instructional practices that promote higher-order...

After more than two decades of concerted effort, less than desirable progress has been made in ?the integration of effective technology use in the classroom. In many cases computers have ?entered classrooms, but are used to do little more than...

Attention has been paid to several cognitive and affective constructs that may affect teachers’ willingness to adopt the use of instructional technology. Both cognitive and affective factors can influence an individual’s future behavior. In this...

This study examined preservice teacher attitudes toward and expected technology integration practices as compared to in-service teachers’ attitudes toward and actual (self-reported) practice of technology integration. The preservice teachers...

With the rapid growth in online programs for teacher educators come concerns about how best to these students in the learning process. The purpose of this study was to investigate the relationship between motivation and academic procrastination,...

Classroom technology use has the potential to influence both instructional practices and student learning, but only if that technology is used and used effectively. It is important to explore affective factors such as teacher concerns that promote...

Although access to technology is not uncommon in today’s schools, teachers who know how to utilize that technology in order to support the needs of 21st century learners are far less common. After more than two decades of resolute effort, it is...

Causal attributions for academic failure are an important aspect of achievement motivation. One common failure in self-regulation among students is procrastination. An exploratory investigation of causal attributions for procrastination among...