Vannatta, Rachel A. Teacher Dispositions as Predictors of Classroom Technology Use. Journal of Research on Technology in Education, Spring 2004, Vol. 36 Issue 3, p.253-279.

            “Technology training alone does not create an effective technology using teacher” (Vannatta, 253). Rachel Vannatta 2004 article tells of a study that sought to better understand why some teachers use technology and others do not.  In 2002 six northwest Ohio schools participated in a study that examined the correlation between teacher dispositions and technology use in classrooms.  A 71 item Teacher Attribute Survey (TAS) was the instrument used to measure: teacher self efficacy (an individual’s estimate or judgment of her ability to succeed in reaching a goal), teaching philosophy (usually student centered vs. teacher centered), openness to change, amount of professional development, and amount of technology use in the classroom. 177 teachers completed this survey and 137 of them were female.  The survey was completed during faculty meetings, not on a teacher’s personal time.

            Some survey questions were open ended and others were black and white. Some questions included ask teachers how many hours they spent “playing”: with technology on their personal time, whether or not they were willing to take technology related graduate courses without salary incentives, and how open to change they were.

            The study found that teachers running student-centered classrooms successfully integrated technology better than teacher-centered.  It also found that the teachers who took the time to “play” with technology and were internally motivated in learning despite external rewards were the ones who made the biggest steps in incorporating technology into their curriculum.

            The study did find that teacher use in the classroom was higher than student use, but when one looks at the responses the teachers described using technology in the classroom and checking their own email, surfing the Internet, and creating word documents. I would define technology use in the classroom to be how a teacher uses technology to enrich a lesson or how students use technology guided by the teacher to create an artifact. The use of digital cameras, databases, and presentation software by a student was less than twice monthly.  The most frequent usage by students of technology was Word and Internet.

The three factors that best predicted overall classroom technology use were: the number of hours of technology training, numbers of hours spent “playing” with technology beyond the contractual workweek, and openness to change.  Findings suggest, “risk takers and a willingness to commit one’s time above and beyond the call of duty are essential to developing technology using educators” (Vannatta, 261).   In the past extensive teacher training in technology skills was seen as the best way to get teachers to use technology but this needs to be combined with activities that facilitate teacher collaboration and openness to change.  “The process of learning to use technology requires time- time spent in training, but time also spent exploring and playing with technology” (Vannatta, 261).

The survey (TAS) was quite interesting. I think a critical component that was overlooked was the amount of computers in each classroom and how long the class periods were.  Many teachers do not have enough resources or class time to use technology. Click here to read the article and survey. One section of Standard V. states how important it is for colleagues to get together and discuss recent research in technology education. It would be interesting if our class, our even the faculty at our respective schools took this survey and reflected upon the results.