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Instructors' Use of Technology for L...

Meeker, Keenan Rando,

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Instructors' Use of Technology for Learning in Developmental Mathematics Classes /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Instructors' Use of Technology for Learning in Developmental Mathematics Classes // Keenan Rando Meeker.
Author:	Meeker, Keenan Rando,
Description:	1 electronic resource (224 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
Contained By:	Dissertations Abstracts International85-10A.
Subject:	Educational technology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30814072
ISBN:	9798382175775

Instructors' Use of Technology for Learning in Developmental Mathematics Classes /
Meeker, Keenan Rando,

Instructors' Use of Technology for Learning in Developmental Mathematics Classes /Keenan Rando Meeker. - 1 electronic resource (224 pages)

Source: Dissertations Abstracts International, Volume: 85-10, Section: A.

This study used a convergent mixed-methods to assess how well behavioral beliefs, normative beliefs, and control beliefs predict the use of technology within developmental mathematics courses. The Theory of Planned Behavior provided the theoretical framework for this study. The sample consisted of developmental mathematics instructors from across the United States of America. A total of 34 developmental mathematics instructors completed the single-phase study. The quantitative data was collected and analyzed from an 18-item survey, and the qualitative data was collected from three open-ended questions based on each predictor variable of the Theory of Planned behavior. The qualitative questions were placed at the end of the quantitative section. The quantitative data was analyzed using correlations and multiple regression analysis. At the same time, each of the three qualitative questions was coded using Saldana's values and descriptive coding. This study found that the instructor's attitude, produced from behavioral beliefs, towards technology integration, was the most significant predictor of technology usage in developmental mathematics courses. These findings will assist the administration, mathematics departments, and other stakeholders with ways to support the developmental mathematics instructors' use of technology within their courses.

English

ISBN: 9798382175775Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Developmental mathematics

Instructors' Use of Technology for Learning in Developmental Mathematics Classes /
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520 $a This study used a convergent mixed-methods to assess how well behavioral beliefs, normative beliefs, and control beliefs predict the use of technology within developmental mathematics courses. The Theory of Planned Behavior provided the theoretical framework for this study. The sample consisted of developmental mathematics instructors from across the United States of America. A total of 34 developmental mathematics instructors completed the single-phase study. The quantitative data was collected and analyzed from an 18-item survey, and the qualitative data was collected from three open-ended questions based on each predictor variable of the Theory of Planned behavior. The qualitative questions were placed at the end of the quantitative section. The quantitative data was analyzed using correlations and multiple regression analysis. At the same time, each of the three qualitative questions was coded using Saldana's values and descriptive coding. This study found that the instructor's attitude, produced from behavioral beliefs, towards technology integration, was the most significant predictor of technology usage in developmental mathematics courses. These findings will assist the administration, mathematics departments, and other stakeholders with ways to support the developmental mathematics instructors' use of technology within their courses.
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653 $a Developmental mathematics
653 $a Remedial mathematics
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653 $a Technology integration
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