Teacher Dispositions as Predictors of Classroom Technology Use

摘要: AbstractThis study examined various teacher dispositions that predict technology use among K–12 teachers. The Teacher Attribute Survey was administered to 177 teachers from six Northwest Ohio schools. This instrument measured a variety of attributes, such as self-efficacy, philosophy, openness change, amount professional development, and in the classroom. A forward multiple regression conducted identify best combination variables predicts classroom Results indicate factor training, time spent beyond contractual work week, change predicted use.