An evaluation of technology staff development courses for the levels of technology use by teachers in nonpublic schools.

摘要

This researcher sought to determine if there was a relationship between participation in New York City Department of Education Technology Literacy Challenge Fund courses and classroom integration of technology in nonpublic schools. The subjects in this study were K--12 nonpublic school teachers from the five boroughs of New York City (N = 166). The survey consisted of two parts, the Levels of Technology Implementation (LoTi) Questionnaire and a demographic questionnaire. Returned surveys were placed into one of two categories, those who participated in Technology Literacy Challenge Fund courses and those who did not. Each group was compared to the level of Current Instructional Practice (CIP) as well as to the Level of Technology Implementation (LoTi) to assess whether the means were significantly different.; The analysis of the data indicated a significant relationship between participating in Technology Literacy Challenge Fund courses and the Level of Technology Implementation (LoTi). Multiple regression analyses were performed for the dependent variables Current Instructional Practice (CIP) and Level of Technology Implementation (LoTi). There were no significant predictors of Current Instructional Practice (CIP). Gender was found to be a moderate predictor of Level of Technology Implementation (LoTi). Personal Computer Use was found to be a strong predictor of Level of Technology Implementation (LoTi).