Meta-analysis: Teacher Perceptions of Technology

Meta-analysis: Teacher Perceptions of Technology

Author: 
Adrienne Marie Wright
Program of study: 
Ed.D./ET
Abstract: 
A quantitative meta-analysis research study was undertaken to analyze literature on teacher perceptions regarding the use of technology integration from 2002 to 2012. During this time period, technology applications were developing at a fast pace and skills in technology use were increasingly required in the workplace. In response, schools began integrating technology into the classroom. The study of this 2002-2012 timeframe is important to understand the barriers faced by schools to new innovations due to issues of teacher perceptions and resistance to change. The findings from the meta-analysis showed historical patterns and effect sizes of teacher perceptions toward technology integration collected from peer-reviewed and scholarly articles published from 2002 to 2012. The effect size for the research study was calculated using the Pearson correlation coefficient r statistical test. Teacher perceptions and technology integration were associated, showing a statistically significant small positive correlation of r = 0.19, leading to the conclusion that teachers believe that technology in the classroom increases student engagement in learning. In addition to teacher perceptions, the researcher identified barriers that could contribute to the lack of technology integration in some K–12 classrooms. Recommendations include state mandates for teacher technology endorsements, professional development and training for teachers, assessments of teacher technology usage by administrators, allocating more time for collaborative planning among teachers, and providing technology support for technology integration.
Dedication: 
I dedicate this dissertation to my husband, SFC Robert C. Wright. My husband provided undeniable support, even when I felt I could no longer continue the doctoral journey. He sacrificed his U.S. Army military benefits for me to make sure my financial school obligations were met. I thank God for sending me an unselfish husband who made my professional advancement a priority. For my husband’s never-ending support, I am truly grateful. I also would like to thank my doctoral chair, Dr. Sally Evans. Dr. Evans has been there for me through the good, the bad, and the indifference. Dr. Evans motivated me time after time, even when I felt conquered and doubtful about reaching my goal of being the first in my family to earn a doctoral degree. For Dr. Sally Evans’s encouragement, I am truly grateful. She was my ROCK!
Acknowledgements: 
I would like to additionally thank my committee members, Dr. Ann Blomquist and Dr. Jacquelyn Kelly. I developed a great respect for each committee member’s scholarly input. The variations of feedback among the three strengthened my dissertation. I am especially appreciative for the support and the timely manner in which they examined my work, delivered practical suggestions, and provided guidance for completion of my dissertation. I express my sincere gratitude for their kind words of motivation and earnest commitment to never let me give up. I would also like to acknowledge God for giving me the strength to persevere through the tough trials and tribulations.