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Technology-based and related cogniti...

Bethea, Gwendolyn Scotton.

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Technology-based and related cognitive attributes in adopting educational gaming technology among K-12 teaching preparation students in an urban university.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Technology-based and related cognitive attributes in adopting educational gaming technology among K-12 teaching preparation students in an urban university./
Author:	Bethea, Gwendolyn Scotton.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
Description:	145 p.
Notes:	Source: Dissertations Abstracts International, Volume: 70-07, Section: A.
Contained By:	Dissertations Abstracts International70-07A.
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3335302
ISBN:	9780549883050

Technology-based and related cognitive attributes in adopting educational gaming technology among K-12 teaching preparation students in an urban university.
Bethea, Gwendolyn Scotton.

Technology-based and related cognitive attributes in adopting educational gaming technology among K-12 teaching preparation students in an urban university. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 145 p.

Source: Dissertations Abstracts International, Volume: 70-07, Section: A.

Thesis (Ph.D.)--Howard University, 2008.

This item must not be sold to any third party vendors.

This research study will explore the technology-based and related cognitive attributes of students in K-12 teaching preparation programs at Howard University to examine these attributes as factors related to students' likelihood of or inclination towards adopting educational gaming technology in their future public education classrooms. Specifically, such technology-based attributes as their age at first use of the computer, computer skills/use; and such cognitive attributes as memory of general gaming experience, and general inclination to embrace new ideas, attitudes about the Internet and teaching, and perceptions about peer support needed to embrace new ideas are examined. Rogers' (2003) theory of diffusion of innovations was employed in this study because of its suggestion that the association between certain key attributes of an individual that relate to an innovation may be relative to the adoption of that innovation for long term use. Eighty-one students in teaching programs completed either an online or in-classroom questionnaire. The study found significant relationships between the variables of age at first use of the computer, attitudes about the Internet and teaching, computer use and skills, memory of general gaming experience, inclination to embrace new ideas, and perceptions about peer support needed in order to embrace new ideas. It also found no significant means differences in responses in the online versus in-classroom questionnaire except in the ratings of inclination to embrace new ideas and computer skills. The results showed that students in teacher preparation programs in this study will be inclined to adopt educational gaming technology in their future classrooms.

ISBN: 9780549883050Subjects--Topical Terms:

3172312
Teacher education.

Technology-based and related cognitive attributes in adopting educational gaming technology among K-12 teaching preparation students in an urban university.
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520 $a This research study will explore the technology-based and related cognitive attributes of students in K-12 teaching preparation programs at Howard University to examine these attributes as factors related to students' likelihood of or inclination towards adopting educational gaming technology in their future public education classrooms. Specifically, such technology-based attributes as their age at first use of the computer, computer skills/use; and such cognitive attributes as memory of general gaming experience, and general inclination to embrace new ideas, attitudes about the Internet and teaching, and perceptions about peer support needed to embrace new ideas are examined. Rogers' (2003) theory of diffusion of innovations was employed in this study because of its suggestion that the association between certain key attributes of an individual that relate to an innovation may be relative to the adoption of that innovation for long term use. Eighty-one students in teaching programs completed either an online or in-classroom questionnaire. The study found significant relationships between the variables of age at first use of the computer, attitudes about the Internet and teaching, computer use and skills, memory of general gaming experience, inclination to embrace new ideas, and perceptions about peer support needed in order to embrace new ideas. It also found no significant means differences in responses in the online versus in-classroom questionnaire except in the ratings of inclination to embrace new ideas and computer skills. The results showed that students in teacher preparation programs in this study will be inclined to adopt educational gaming technology in their future classrooms.
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