Running Head: INFLUENCES OF TEACHER CONFIDENCE IN TECHNOLOGY 1

The Influences of Teacher Confidence in Instructional Technology in the Classroom

Allison Lougheed

Kutztown University
INFLUENCES OF TEACHER CONFIDENCE IN TECHNOLOGY 2

Table of Contents

i. TITLE PAGE……………………………………………………………………….…...1

ii. TABLE OF

CONTENTS…………………………………………………………….…2

iii. ABSTRACT…………………………………………………………………………...4

1. INTRODUCTION……………………………………………………………………...5

2. REVIEW OF LITERATURE…………………………………………………………..9

Technology Guidance From District and School Administrators….…………...…9

Professional Development on Technology

Tools………………………………….9

Time Given to Teachers to Explore

Technology……………………………..…..10

Teachers’ Confidence in

Technology…………………………………………….10

Summary…………………………………………………………………………11

3.

METHODOLOGY………………………………………………………………….....11

Hypothesis…………………………………………………………………………….….11

Guiding

Questions…………………………………………………………….….11

Research Participants……………………………………………………...…......12

Instruments……………………………………………………………………….13
INFLUENCES OF TEACHER CONFIDENCE IN TECHNOLOGY 3

Design…………………………………………………………………………....14

Procedure……………………………………………………………………..….14

4. DATA COLLECTION METHOD AND

ANALYSIS……………………………...…15

Interviews……………………………………………………………………...…15

Survey……………………………………………………………………………16

Data Analysis…………………………………………………………………….17

5. TIMELINE………………………………………………………………………….....17

6. BUDGET…………………………………………………………………………...…18

7. REFERENCES……………………………………………………………………..…19
INFLUENCES OF TEACHER CONFIDENCE IN TECHNOLOGY 4

Abstract

This action research study examines the influences of technology guidance from

district and school administrators, professional development on technology tools, and

time given to teachers to explore new technology tools for the classroom on teachers’

confidence in using purposeful technology tools in the classroom to further student

achievement. The purpose of this study is to observe and reflect on what affects teacher

confidence in technology. This study will follow a QUALITATIVE-quantitative research

method in order to purposefully explore essential factors when it comes to teachers using

technology in the classroom. Interviews and surveys are the essential factors in this

research in order to analyze teacher confidence in technology. Analyzed data will be used

to encourage reflection and active responses to increase teachers’ abilities in order to

positively use technology to further benefit students.

Keywords: ​Professional Development, Technology-Rich Learning Environment

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Introduction

Using technology in the classroom to further student achievement is a more complex

process than one might think. Exploring new technologies, learning new technologies, and

teaching through new technologies can be overwhelming and exhausting for an educator. For the

technology novice, new technologies may seem threatening and overwhelming, resulting in

educators being unable to master technology related tasks (Willis, 2015). District and school

administrators can play an integral part in encouraging teachers to teach purposefully with

technology. The acceptance of new technologies and programs should be encouraged and guided

by administrators (​Ersoy and Bozkurt, 2015)​. Professional development that is useful and

focused can alleviate some of the stress put on teachers when it comes to learning new

technologies that will increase student learning. Time is a high commodity for any educator and

being given time to explore new technologies can be beneficial to both the teacher and the

learner. The acceptance of new technology takes time (​Ersoy and Bozkurt, 2015)​.

Topic Statement and Purpose

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Teachers are being bombarded with so-called new and improved technology every day.

One can go onto any major social media outlet and find evidence of this. Some district and

school administrators have adequate backgrounds when it comes to technology in the classroom

and some have taught in the classroom when there were not as many technologies available.

Effective training in the integration of technology requires modeling of effective uses of

technology in the classroom (Willis, 2015). Professional development is essential in education

and when a new technology tool is made available to a school to help learners in the classroom,

adequate time should be made available to explore this tool. Otherwise, said technology tool is

often set aside and not used to its potential due to lack of time to dive into the technology and

understand the technology. Teachers feeling like failures cannot be an option. However, failing,

is part of the process that supports technology integration (​Courduff, Szapkiw, and Wendt,

2016)​. The ultimate goal of technology training is to allow teachers to improve their own skill

use so that they confidently integrate technology into their future classrooms (Willis, 2015).

Students are given time to explore and discover new tools and concepts; teachers should be given

the same opportunity. Therefore, this study examines how technology guidance from district and

school administrators, professional development on technology tools, and time given to teachers

to explore new technology tools for the classroom affects teachers’ confidence in using

purposeful technology tools in the classroom to further student achievement.

Relevance

Technology is becoming more readily available to schools and school districts. Districts

are beginning to purchase programs and devices to improve student learning. However, none of

this will benefit student learning if the technology is not carefully and purposefully used in the
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classroom. As access to technology becomes more and more readily available, educators need to

address the challenge of identifying effective techniques and the best practices for integrating

technology in the classroom (Castle, 2016). Many teachers want to use technology to improve

student learning, but feel like they are wading through an ocean of options. Teachers are

struggling to transfer to student-centered instructional practices that allow students to effectively

use technology in instruction (Winner, 2012). Teachers report that they need more time and

effort to integrate technology in teaching and they need more technical support (​Al-Awidi and

Alghazo, 2012). ​Administrators lead the way in developing the path of learning for schools and

school districts. They also have the ability to direct the purposes of professional development

and the ability to give time to teachers to explore new technologies to further the achievement of

learners in the classroom. Incorporation of technology into instruction has to go through a

process (Huzzie-Brown, 2018).

Hypothesis

Teachers are requesting more time and more guidance with technology in order to help

increase their students’ learning. The focal point of teachers’ professional development should

provide purposeful and relevant content that allows them to focus on specific pedagogical

knowledge and strategies (MacDonald, 2017). District and school administrators make decisions

about technology that affect educators. Understanding teachers’ concerns about using new

innovations will help district administrators with providing the necessary support to use today’s

tools for education (Hartley, 2014). Therefore, the guiding hypothesis for this research is clear

and concurrent guidance from the district digital integration specialists and principals, along with

purposeful professional development and adequate time given to teachers to explore new
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technologies will increase teacher confidence when using technology tools and this will help

further student achievement​.

Guiding Research Questions

The following inquiries focus on different, essential personnel in a school district guiding

teachers to purposefully use beneficial technology in the classroom to further successful student

learning. Ultimately, the answers to the following guiding questions will either support or

discourage the hypothesis.

● How do the district digital integration specialists guide teachers towards technology tools

that will better student achievement?

● How do the principals in a school district guide teachers towards technology tools that

will better student achievement?

● How do district digital integration specialists and school principals influence teacher

confidence in technology?

● What does professional development for technology tools look like on the district level?

● What does professional development for technology tools look like on an individual

school level in the district?

● How does professional development influence teacher confidence in technology?

● How much time is given to teachers to explore new technology tools in the classroom in

order to further student achievement?

● How does time given to explore technology tools influence teacher confidence in

technology?

Definition of Terms
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Professional Development​: “Professional development refers to skills and knowledge attained for

career advancement and encompasses all types of facilitated learning opportunities, ranging from

college degrees to formal coursework, conferences and informal learning opportunities situated

in practice” (Weidenseld, 2013).

Technology-Rich Learning Environment​: “A learning environment that is designed for an

instructional purpose and uses technology to support the learner in achieving the goals of

instruction” (Lojoie & Azevedo, 2006).

Review of Related Literature

Technology Guidance From District and School Administrators

Teachers need guidance from district and school administrators when it comes to

technology in the classroom. Without guidance, teachers can struggle to know what technology

will better his or her students’ learning. District and school administrators knowing the

perceptions, attitudes, and self-efficacy of teachers will enable the district and school

administrators to further develop more effective professional development sessions in order to

better support teachers’ technology needs (Castle, 2016). Furthermore, ​“the acceptance of new

technologies by teachers requires a long period of time and should be encouraged and guided by

both administrators and colleagues” (Ersoy and Bozkurt, 2015, p. 485). Being guided by

administrators and colleagues will better build teacher confidence when it comes to technology

in the classroom and meeting students’ learning needs.

Professional Development on Technology Tools

Professional development on technology tools in the classroom is needed to increase

teachers’ confidence when it comes to using technology tools in the classroom to improve
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student achievement. “The focus on ‘purposeful learning activity’ draws attention to the

relationship between ‘what is taught’ (content), ‘how it is taught’ (pedagogy) and ‘why it is

taught’ (rationale and relevance)” (Fisher, Denning, Higgins, and Loveless, 2012, p. 308).

Teachers need this guidance in professional development on technology tools. A poor use of

technology tools was found related to ​lack of training, lack of support from administrators, lack

of convenience, and inability to reduce workload were some of the barriers discovered (Hartley,

2014). Training is essential when it comes to purposeful use of technology tools in the

classroom. It was also found ​that using mobile learning technology in professional development

may encourage teachers’ readiness to take ownership of new technological trends (MacDonald,

2017). It is essential that teachers have professional development on technology tools.

Time Given to Teachers to Explore Technology

Also, teachers must be given time in order to explore and dive into purposeful technology

for the classroom.“One of the notable findings of the study was Mehmet Bey's belief that for

effective technology integration to education, teachers should overcome their prejudices against

technology and be open to innovation” (Ersoy and Bozkurt, 2015, p. 485). Once teachers are

open to exploring technology, adequate time needs to be given for exploration. Technology skill

development, through scaffolded processes, needs to be incrementally built upon in order to earn

technology skill acquisition. By increasing confidence levels in technology use, candidates

showed changes in technology and teaching self-efficacy (Willis, 2015).

​Teachers’ Confidence in Technology

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A study completed in the United Arab Emirates on pre-service teachers found that the

more experience and training they have will allow them to have a greater belief that they are able

to integrate technology in the classroom (Al-Alwidi and Alghazo, 2012).

It can be concluded that whenever the participants felt that they do not have enough

knowledge and skills to integrate technology in teaching, they searched for a model that

provided them with an opportunity to observe successful experience. These models

motivated participants to integrate technology in teaching and gave them more

self-confidence. (Al-Alwidi and Alghazo, 2012, p. 935)

In other words, the easier a system is to use, the more effective teachers feel, which provides a

greater sense of control regarding their use of technology (Castle, 2016). ​This will improve

teachers’ confidence in technology.

Summary

In summary, it has been found that “the importance of perceptions in particular should be

taken into account when developing training opportunities for teachers” (Castle, 2016, p. 94).

The acceptance of new technologies by teachers takes an extended amount of time and should be

cheered on by administrators (Ersoy and Bozkurt, 2015).​ Also, peer support, mentoring, and

quality professional development were found to be needed to increase teacher confidence which

in turn positively affects student learning (Huzzie-Brown, 2018). Without any of this, how are

teachers going to purposefully use essential technology in order to increase student achievement?

Methodology

Hypothesis
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Clear and concurrent guidance from the district digital integration specialists and

principals, along with purposeful professional development and adequate time given to teachers

to explore new technologies will increase teacher confidence when using technology tools to

help further student achievement.

Guiding Questions

1. How do the district digital integration specialists guide teachers towards technology tools

that will better student achievement?

2. How do the principals in a school district guide teachers towards technology tools that

will better student achievement?

3. How do district digital integration specialists and school principals influence teacher

confidence in technology?

4. What does professional development for technology tools look like on the district level?

5. What does professional development for technology tools look like on an individual

school level in the district?

6. How does professional development influence teacher confidence in technology?

7. How much time is given to teachers to explore new technology tools in the classroom in

order to further student achievement?

8. How does time given to explore technology tools influence teacher confidence in

technology?

Research Participants

The research participants will involve general education teachers from the Williamsport

Feeder Pattern in Washington County Public Schools, Maryland. The schools and number of
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general education teachers are as follows: School A (elementary, 24 general education teachers),

School B (elementary, 29 general education teachers), School C (elementary, 27 general

education teachers), School D (elementary, 22 general education teachers), School E

(elementary, 14 general education teachers), School F (elementary, 14 general education

teachers), School G (middle school, 46 general education teachers), and School H (high school,

36 general education teachers). The above listed general education teachers all have, at a

minimum, a Bachelor’s Degree. Some of the above educators have Master’s Degrees. The years

of teaching experience range from one year to more than 25 years. At the beginning of the

research, two elementary general education teachers will be chosen from each of the elementary

schools. One of the teachers selected at each of the elementary schools will have under ten years

of experience. The other teacher selected at each of the elementary schools will have at least ten

years of experience. At the middle school and high school level, six teachers from each will be

selected. Three from each will have under ten years of experience and the other three from each

will have at least ten years of experience.

Instruments

Google Forms will be used by the interviewer to collect responses from the interviewees

to the open-ended questions. During the interviews, all of the questions will be open-ended.

After all the responses have been collected, the interviewer can easily export the responses from

Google Forms to Google Sheets and this will allow for easy access and view of the open-ended

responses. During the interviews the audio will be recorded so that the interviewer can go back

and revisit statements at a later time if needed. The questions asked will be developed from the

guiding questions which focus on district digital integration specialists and administration
INFLUENCES OF TEACHER CONFIDENCE IN TECHNOLOGY 14

guidance when it comes to technology, professional development provided at a school and

district level for technology, time given to teachers to explore technology, and teacher

confidence in the area of technology. Exporting Google Form responses to Google Sheets will

help the interviewer to discover emerging themes from the interviews.

After the responses are collected and the hypothesis is improved, surveys will be sent out

to each of the teachers through Google Forms. Responses will then be exported to Google

Sheets. This will allow for the researcher to identify and analyze patterns seen in teacher

responses.

Design

The guiding questions will be used as a base to develop the open-ended interview

questions for the participants selected from the schools listed. These questions will be asked

during the beginning stages of the research to individual teachers. Twelve questions will be

asked. Four will revolve around district digital integration specialists and administration

guidance when it comes to technology, four will revolve around professional development

provided at a school and district level for technology, and four will revolve around time given to

teachers to explore technology. In each of the above three clusters, at least one of the questions

will correlate with teacher confidence in that area. Once the interviewer collects the responses,

they will be analyzed to further develop the hypothesis and will help to develop the survey

questions for all of the general education teachers from all of the Williamsport feeder schools.

The responses will then be collected and analyzed. This will allow for relevant feedback for the

school district on teacher confidence in technology.

INFLUENCES OF TEACHER CONFIDENCE IN TECHNOLOGY 15

Procedure

1. The researcher will meet with the administration from each of the Williamsport feeder

schools to discuss and present the purpose of the study. Questions will be answered at

this time.

2. Administration will help with choosing and determining which general education

teachers will be selected to be interviewed based on the given criteria.

3. The researcher will meet with each of the selected general education teachers from each

of the schools to discuss and present the purpose of the study. Questions will be answered

at this time.

4. Each of the selected teachers will be interviewed and responses will be recorded.

5. The researcher will analyze the responses and develop a survey.

6. Surveys will be sent to every general education teacher in the Williamsport feeder

schools.

7. Responses will be collected and the data will be analyzed.

8. The researcher will record the findings in a research report.

9. The findings will be presented to and discussed with the school administrators. Next steps

will be determined to continually develop teacher confidence when using technology to

increase student achievement.

Data Collection Method and Analysis

Interviews will be based around the guiding questions that focus on guidance from

district and school administrators when it comes to technology in the classroom, professional

development on technology tools, and the amount of time given to teachers to explore new
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technology tools in the classroom. These interviews with the participants will provide a

foundation for the surveys sent out to each of the Williamsport feeder schools in Washington

County, Maryland. After the results of the surveys are collected, they will be analyzed to

determine the correlation between the above criteria and teacher confidence in technology tools.

Interviews

The researcher will interview two elementary general education teachers from each of the

elementary schools. One of the teachers selected at each of the elementary schools will have less

than ten years of experience. The other teacher selected at each of the elementary schools will

have at least ten years of experience. At the middle school and high school level, six teachers

from each will be selected. Three from each will have under ten years of experience and the

other three from each will have at least ten years of experience. Teachers at each middle school

and high school will be from a different department for a more broad and diverse view.

Altogether there will be twelve general education elementary teacher interviews, six general

education middle school teacher interviews, and six general education high school teacher

interviews. Each teacher will interview on a one-on-one basis with the researcher. The questions

will be scripted and the interviewer will type the responses into a designed Google Form. The

responses from all interviewees will later be exported to a Google Sheet. Also, the audio from

the interviews will be recorded. The narratives from the interviews will be reviewed and

analyzed to help develop and narrow questions for a survey to be sent to the general education

teacher population in the selected schools.

Survey
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After the interviews are conducted, a survey will be sent out to every general education

teacher in the Williamsport feeder schools. This survey will be sent out using Google Forms.

Administrators will notify teachers that the Google Form is being sent out. The survey will have

twelve questions. Four questions will be directed towards technology guidance from district and

school administrators, four questions will be directed towards professional development on

technology tools, and four questions will be directed towards time given to explore technology

tools. In each of the three sections, a confidence correlation question will be asked. Before the

survey is sent out, questions will be revised based on the interviews.

Data Analysis

Interview responses will be recorded in Google Forms. The responses can then be easily

exported to Google Sheets and from there different filter views can be applied to further analyze

and compare the narratives. Following the interviews, survey questions will be revised and

finalized based on analyzed responses from the interviews. This survey will contain structured

items. The beginning of the survey will start with demographic information. Following that, each

of the three sections (four questions in each), will be presented in a Likert form. After exporting

the results to Google Sheets, data will be analyzed and compared. Data will also be analyzed by

each cluster of questions.

Timeline

Approval for the research will be obtained before the beginning of the school year. The

researcher will propose the research to the school board and the school administrations.
INFLUENCES OF TEACHER CONFIDENCE IN TECHNOLOGY 18

August-December

The questions for the interviews will be revised and edited. They will then be inputted in

Google Forms so that the interviewer can easily input responses during the interviews.

January-March

Beginning in January, the researcher will meet with each of the selected teachers at each

of the selected schools to interview the participating teachers. The interviews will begin mid-year

to allow teachers to have reflections that include the most recent year and the most recent

administration instead of trying to recall from a previous year. Eight participants will be

interviewed each month. By the end of March, all twenty-four participants will be interviewed

and their responses recorded through Google Forms.

April

The researcher will analyze the qualitative data from the interviews in Google Sheets.

Similarities, differences, and common themes will be analyzed. A report will be developed with

the findings in order to present to the school district administration in June. The findings will

also help to revise the questions for the quantitative survey given in May.

May

The survey will be sent out to all general education participants in the middle of May

through a link to Google Forms. Sending this out in May will allow the teachers to have the most

current reflections possible in their structured item responses. Administration at each school will

also send out a brief, encouraging reminder email to encourage participation. At the end of May,

the data will be exported to Google Sheets where the data will be analyzed and trends will be
INFLUENCES OF TEACHER CONFIDENCE IN TECHNOLOGY 19

identified. A research report will be developed in order to present the findings to the school

district administration in June.

June

Final revisions to the research report will be completed. The findings will be presented to

the school district administration. Next steps will then be discussed.

Budget

There is minimal to no cost for this research. The Google tools used for the research are

free and available. The technology discussed in the interviews and the technology teachers are

reflecting on, in the survey, are already available in the school district. Since everything done in

the research will be completed through digital technology there should be no additional cost.

References

Al-Awidi, H. & Alghazo, I. A. (2012). The effect of student teaching experience on preservice

elementary teachers’ self-efficacy beliefs for technology integration in the UAE.

Educational Technology Research & Development,​ ​60(​ 5), 923–941.

https://doi.org/10.1007/s11423-012-9239-4

Castle, M. J. (2016). ​An examination of elementary teachers' efficacy beliefs and their

perceptions and use of technology for reading instruction ​(Doctoral dissertation).

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Courduff, J., Szapkiw, A., & Wendt, J. L. (2016). Grounded in what works: exemplary practice

in special education teachers’ technology integration. ​Journal of Special Education

Technology​, ​31​(1), 26–38. ​https://doi.org/10.1177/0162643416633333

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