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Throughout the last 30 years, there has been a movement to use computer technology in schools to enhance teaching and learning. In recent years, the No Child Left Behind Act of 2001 has mandated that states have a long range strategic educational technology plan that describes the many facets of their technology integration efforts (2002). However, at this time research indicates that technology integration in classrooms is still low tech and infrequent (Cuban, 2001; NCES, 2005a). The purpose of this quantitative study was to gain insight into a teacher's use of computer technology with students in K-5 general education public school classrooms across the state of Virginia. Eleven independent variables (e.g., teaching philosophy, professional development, hardware proficiency, software proficiency) and 2 dependent variables (i.e., frequency and application of technology integration) were selected based on a review of literature and input from educators. A questionnaire, designed to measure variables, was field tested for validity and reliability then administrated to teachers. The population of the study was approximately 16,500 K-5 general education public school teachers from the state of Virginia with active e-mail addresses in the Market Data Retrieval (MDR) database. A systematic sample of 1,400 K-5 teachers was selected from the MDR database. Teachers' responses rendered 313 usable questionnaires. Analysis of the data revealed that the majority of independent variables (8), with the exception of 3 independent variables (i.e., technical support, student to computer ratio, technology integration support), yielded significant correlations with the dependent variable frequency of technology integration. Whereas, all independent variables (10), with the exception of technical support, yielded significant correlations with the dependent variable application of technology integration. Multiple linear regression analysis was conducted to determine whether the 11 independent variables were significant predictors of variation in the dependent variables (frequency and application of integration). The results of both regression analyses rendered significant models for the prediction of variation in frequency and application of integration (R2= .16, R2=.39), respectively. The researcher concluded that the predicted variance (R2= .16) of regression model 1 was too small to be considered a viable model for the predication of variation in frequency. Whereas, regression model 2 predicted a greater level of variance (R2=.39), thus it was considered a good predictor of variation in the application of technology integration. Three of the 11 independent variables (i.e., software availability, teaching philosophy, and software proficiency) were among the variables that were significant predictors of variance in the application of technology integration. The strongest predictor was software availability followed by teaching philosophy and software proficiency. Teachers who reported moderate to low variety in the application of technology integration also reported moderate access to software, moderately low software proficiency, and use of instructional practices that were consistent with constructivism. / Ph. D.

In an attempt to promote the transfer of technology integration knowledge and skills in preservice teachers, studies have attempted to identify effective instructional technology integration practices on the part of the teacher education program, as well as exemplary programs themselves (Hofer, 2005; Mergendoller et al., 1994; Strudler & Wetzler, 1999). A significant number of studies focus on examining various components of technology integration plans within teacher education programs, but few have extended this examination to determine if transfer is evidenced in the practices of graduates. The purpose of this study, therefore, was to identify instructional technology integration strategies and practices in preservice teacher education that contribute to the transfer of technology integration knowledge and skills to the instructional practices of early career teachers. This study employed a two-phase, sequential explanatory strategy, where quantitative data were collected via an online survey during the first phase and then interview data were collected during the second phase. The targeted sample population for this research study consisted of male and female early career teachers who had completed a graduate level teacher education program through the School of Education (SOE) at a large, research university located in the Southeast. Overall, these early career teachers assessed themselves as being proficient users of instructional technologies and feeling comfortable with their level of technology integration in the classroom. Out of nine qualities demonstrated in literature to promote learning transfer of technology integration knowledge and skills, the early career teachers reported the top three factors found in the study institution to be: the modeling of effective uses of technology integration by faculty in content-specific areas; opportunities to reflect upon technology integration practices in the classroom; and opportunities to practice and experiment with instructional technologies. The early career teachers reported the three top barriers inhibiting technology integration in their classrooms as being: too much content to cover; lack of time to design and implement technology-enhanced lessons; and a lack of software resources. Although a majority of the early career teachers reported that the teacher education program overall prepared them to integrate technology into the classroom, they also reported that opportunities to practice technology integration and having access to expert guidance during their field experiences were lacking. Several suggestions were made by study respondents and these included: providing more opportunities to experiment and play with instructional technologies like SmartBoards; faculty support with regards to implementing and practicing with technology integration in field experiences; and technology courses that focus on up-to-date instructional technology tools within each of the content areas. Findings from this study might be useful to teacher educators and researchers because it provides naturalistic recommendations (Stake, 1995) on how to improve their programs that are corroborated by the literature, and it offers an adapted survey that can be utilized to investigate technology integration transfer from the teacher education period to the early classroom practice period of new teachers. / Ph. D.

In order to address the problem of newly hired teachers' failure to transfer technology integration knowledge and skills, this study used a developmental research approach in which, factors of knowledge transfer were operationalized through using The First Principles of Instructions (Merrill, 2002) to form a set of instructional considerations to promote the transfer of technology integration knowledge and skills from the learning setting to the application setting. A panel of expert reviewers from Kuwait and United states validated these considerations and led the revisions process. This study describes the development process of the instructional considerations, the expert review, and the revision of the final product. / Doctor of Philosophy / Newly hired teachers in the Kuwaiti context often fail to transfer knowledge and skills of technology integration from instructional technology courses to in classroom teaching. Research in knowledge transfer has identified factors that can promote the transfer of skills and knowledge from the learning context to the application context. These factors showed their effectiveness in technology integration literature. This study used a developmental research approach in which factors of knowledge transfer were operationalized through using The First Principles of Instructions (Merrill, 2002) to form a set of instructional considerations to promote the transfer of technology integration knowledge and skills from the learning setting to the application setting. A panel of expert reviewers from Kuwait and United states validated these considerations and led the revisions process. This study describes the development process of the instructional considerations, the expert review, and the revision of the final product.

Autonomous mobile robots (AMRs) use decentralized, AI-driven decision-making processes to providing material handling capabilities in industrial settings. Essay 1 examines how firms organize and engage to mitigate uncertainty during external technology integration (ETI), using an abductive approach with dyadic customer-supplier data to extend prior ETI models by exploring firm engagement, organizational adaptation, and distinct uncertainty types in AMR ETI projects. Essay 2 applies a grounded theory approach to examine AMR integration, using constant comparison and theoretical sampling to develop core categories explaining how suppliers, customers, and users exchange knowledge impacting AMR integration and project performance. Finally, Essay 3 is a conceptual paper examining the importance of end-user adoption by integrating ETI and technology acceptance model (TAM) frameworks, exploring important relationships between managerial interventions, cognitive constructs, user acceptance, and project success in AMR ETIs. As a whole, these essays contribute to the body of knowledge by extending the breadth and depth of current ETI models, emerging a substantive theory of AMR AIU, and extending TAM by grounding managerial interventions and individual cognitive constructs in an AMR context. Managers can use these frameworks to differentiate AMRs and other autonomous collaborative technology from traditional automation, and develop strategies enabling timely and effective AMR implementation.

Integrating digital pedagogy into instruction in a manner that promotes critical thinking and drives increased student achievement and engagement in all classrooms is a goal of many campuses and districts that invest heavily in hardware, software, and professional development on an annual basis. Digital pedagogy goals tend to center around preparing students for the 21st century workforce, promoting instruction that is more engaging, and providing deeper learning for all students; however, achieving these goals is not possible without teachers willing and able to effectively implement instructional technology into the content they are teaching. The conceptual framework consists of digital leadership, teacher engagement, and resources and supports. This case study focused on the district-wide integration of technology into instruction through the elements found in the conceptual framework. Educators, from kindergarten through twelfth grade were surveyed about their attitudes, self-efficacy perceptions and willingness to integrate digital pedagogies into their current teaching practices. The online survey that utilized Likert-like scales to gather demographic information as well educator perceptions on digital integration, teaching philosophy, digital self-efficacy, and leadership's focus and expectations regarding instructional technology. Additional data, from a variety of district documents, was also gathered on leadership, professional development, and infrastructure supports utilized to implement instructional technology.

This study examined the impact of the Digital Tools in Education course at the University of North Texas on pre-service K-8 teachers’ self-efficacy and preparedness in integrating technology into their teaching practices. The purpose of the research was to assess self-efficacy levels before and after the course. The study employed a multi-strategy approach, combining quantitative pre- and post-surveys with qualitative open-ended responses to gain insights into the factors influencing technological self-efficacy. Findings indicate a significant increase in self-efficacy in domains related to professional learning networks (PLNs), using collaborative learning tools, and using technology to improve teaching practices, thus aligning with the course objectives. Key factors enhancing confidence include hands-on practice with technology, supportive learning environments, and alignment with professional standards. The study concludes that targeted instructional design and ongoing professional development are critical for equipping future educators with the necessary skills to effectively integrate technology in diverse educational contexts. This study addresses an important gap by providing evidence on how structured technology courses can influence pre-service teachers’ readiness to integrate digital tools effectively, thus contributing to the broader discourse on teacher preparation and technology integration.

Increasing technology intervention in rural schools is still a herculean task, especially with the lack of adequate infrastructures and limited resources. The purpose of this quantitative, causal comparative study was to determine the impact of technology interventions on student achievement in rural Nigerian schools. The study explored the differences in student achievement in mathematics and English between technology and nontechnology schools and established a relationship between teachers' level of technology implementation and student achievement. The convenience sample comprised 2,369 examination scores in mathematics and English of Senior Secondary Level 2 (SS2) students and purposive sampling of 34 teachers who participated in an online survey. Data were analyzed using multivariate analysis of variance (MANOVA), the level of technology implementation (LoTi) framework, and Pearson's correlation coefficient test. The results showed significant differences in student achievement between technology and nontechnology schools. However, the LoTi framework results indicated a low level of technology implementation in classroom instruction and no significant relationship between teachers' technology integration and student performance. Thus, the mere presence of technology seems to have more impact on student grades than the ways in which teachers use it. This study is resource material for stakeholders in education to ascertain the technology that worked best, teachers' professional development, and other infrastructures, prior to the deployment of technology interventions. The results could be useful for increasing teachers' technology integration and improving student performance, thereby leading to positive social change.