ORCID Identifier(s)

0000-0003-2814-122X

Graduation Semester and Year

2018

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Leadership and Policy Studies

Department

Educational Leadership and Policy Studies

First Advisor

C. James Hardy

Abstract

Teachers who become frustrated with the use of new mobile technology may have a predisposition toward the use for classroom instruction. The teacher’s mindset may be an indicator of whether they choose to implement new mobile instructional technology and see it through, or simply revert to familiar teaching models with which they feel more comfortable at the first signs of difficulty. The purpose of this quantitative study was to compare the relationships between 145 elementary teachers’ mindsets and their openness to instructional technology. In addition, mindset and attitudes toward instructional technology were measured in terms of gender, age and years of teaching experience, allowing for multiple levels of analysis. The researcher employed descriptive statistics, correlational analysis, and regression analysis to understand and evaluate the data.

Keywords

Mindset, Mobile device, Technology, Teachers, Elementary education, Implementation mobile technology

Disciplines

Education | Educational Leadership

Comments

Degree granted by The University of Texas at Arlington

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