Factors Affecting Teacher Classroom Internet Use

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Watson, G. (2006). Factors Affecting Teacher Classroom Internet Use. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 1870-1874). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22338.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

George Watson, Marshall University, USA

Abstract

The purpose of this study was to determine how K-12 teachers currently use the Internet in their classrooms and the factors that affect its use. This study of over 1,000 K-12 teachers examined teachers' level of classroom Internet use with regards to the following factors: school socioeconomic status, teaching experience, professional development with using the Internet, grade level taught, access to technical support, number of Internet accessible computers in the classroom, and teacher Internet self-efficacy. The results of this study have implications to classroom Internet integration and the professional development dealing with this integration, as the study's findings give indications on how technical support, gender, and other variables singly, or in some combination, interact in ways that encourage or prevent Internet integration in the classroom.

Keywords

• Classrooms
• Teachers
• Integration
• Professional Development
• Internet

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