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
License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Recommended Citation
Martinez, Mark Anthony, "MINDSET AS IT RELATES TO IMPLEMENTATION OF MOBILE DEVICES FOR INSTRUCTION" (2018). Educational Leadership & Policy Studies Dissertations. 214.
https://mavmatrix.uta.edu/edleadershippolicy_dissertations/214
Comments
Degree granted by The University of Texas at Arlington