Application of technologically assisted delivery modes in the classroom: The case of a vocational business school

摘要

The study, conducted at Drake Business in New York City during the fall of 1998, sought to determine (a) whether the mode of instruction (technology or nontechnology lecture course) used in vocational business schools has any impact on student attendance and achievements, and (b) what factors contribute to the use of computer technology in the classroom by vocational business school teachers.;Using quantitative-descriptive methodology, two research hypotheses were tested to determine the impact or lack of impact of instructional technology on student achievement (grades) and attendance. Following these hypotheses, nine additional research hypotheses were tested through survey research to assess teacher knowledge of, attitude toward, and willingness to use computer technology in the classroom.;Increasing use of instructional technology was associated with significantly higher academic achievement; however, no significant relationship was discovered between instructional technology and student attendance rate. Survey research indicated that teachers who teach technology subjects are more willing to use instructional technology in the classroom, display higher knowledge level about instructional technology, and show a more positive attitude to use the technology in the classroom. Teachers who had a higher level of knowledge about instructional technology displayed a more positive attitude to use the technology in the classroom, and teachers who had a more positive attitude towards instructional technology were more willing to use the technology in the classroom. on the other hand, teachers' level of knowledge about instructional technology had no relationship with their willingness to use the technology in the classroom. Finally, the data indicated that the level of teaching experience as measured by the number of years teachers have taught had no significant relationship with their knowledge level, attitude toward, or willingness to use technology in the classroom.