Date of Award
5-2023
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Jerri W. Jackson, Ph.D.
Second Advisor
Beverly Ray, Ed.D.
Third Advisor
Amanda D. Pendergrass, Ed.D.
Abstract
Technology implementation in rural schools can ensure that students are more prepared to meet the challenges of the 21st century. Therefore, it is important to remove internal barriers to technology implementation. By revealing the current levels of implementation , insight will be provided to rural districts on how to address internal barriers. The purpose of this quantitative, comparative, correlational study was to identify how integrate technology into their instruction influenced their actual practices. Data were collected using a closed-ended online survey using a 7-point Likert scale. Nonparametric measures were taken to analyze data. Comparative data analysis (Kruskal-Wallis Test and Dunn Bonferroni Test) found differences in technology implementation practices among grade level clusters (elementary, middle, and high schools). Correlational data analysis (Chi-Square Test of Independence and Spearman Rho Correlation) suggested a of technology and related technology implementation practices. The results can be used as a resource to support rural stakeholders review of current technology plans, assist with creating plans that include needs-based ongoing professional development, and undergird informed decision-making about future professional learning opportunities that address college and career readiness. Overall, this study supports a need for professional development in rural districts to address internal barriers to technology implementation on the higher levels of the LoTi (Levels of Teaching Innovation) Scale.
Recommended Citation
Dotson, Coquesa G., "The Impact Of Internal Barriers On Technology Use In Rural Schools" (2023). College of Education. 7.
https://digitalcommons.uwa.edu/coe/7
