An Analysis of Teacher and School Administrator Technology Beliefs and Skills as They Enter Into a High Achieving Schools Program

Abstract

Teachers and administrators possess varied technology abilities and beliefs. In a study by Williams, Atkinson, Cate, and O'Hair (2008), technology integration and learning community development were positively related. As the teachers and administrators engaged in learning community development and technology integration substantive school improvement occurred. In this quantitative study, the researcher examines how teacher and administrator technology abilities and beliefs compare, and where educators' technological abilities and beliefs currently lie as they embark upon the journey towards becoming a high-achieving school.

The study includes a quantitative, non-experimental, ex post facto design. The study examined schools in Oklahoma that entered into the University of Oklahoma K20 Center's OK-ACTS high-achieving schools program during 2007 and 2008. The data were analyzed using descriptive and inferential statistics, independent t-tests and analysis of variances. The analysis concluded administrators possess higher technology skills than teachers and that they also rank their technology beliefs higher. Statistically significant differences in teacher and administrator technology skills and beliefs were found. However, there were no regional differences in teacher and administrator technology skills and beliefs. The information obtained by this study will inform technology trainers where the technology beliefs and skills of school personnel generally exist prior to embarking upon the journey towards a high-achieving learning community infused with technology.