The purpose of this study was to determine whether teachers' perceptions of principals' promotion and support of technology in the Fort Wayne Community Schools, Fort Wayne, Indiana, effected the successful integration of technology into the elementary school curricula. The selection of variables for this study was based on a comprehensive review of the literature and identified practitioners who had educational computing experience. These variables included teacher perceptions of principal support, teacher participation in staff development opportunities, availability of support with computer-related problems, and computer availability. These variables were correlated with teachers' use of computers, students' use of computers, and teachers' perceptions of their own improvement as measures of technology integration.A 75-item researcher-developed survey instrument, based on these variables, was presented to 558 elementary classroom teachers in the 22 participating elementary schools in Fort Wayne, Indiana, on two scannable pages. Pearson product-moment correlations were calculated for the pairs of variables.This research provided evidence of a strong correlation between the FWCS teachers' perceptions of principal leadership and support of technology integration and the teachers' evaluations of their own improvement in integrating technology into thecurricula. It also supported the premise that the level of staff development that teachers engage in directly affects their level of improvement in integrating technology into the curricula. / Department of Educational Leadership
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/180204 |
| Date | January 2000 |
| Creators | Rogers, Bonnie Anna |
| Contributors | Wiedmer, Terry L. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | iv, 116 leaves : facsims. ; 28 cm. |
| Source | Virtual Press |
| Coverage | n-us-in |
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