Teacher Dispositions as Predictors of Classroom Technology Use

Abstract

This study examined various teacher dispositions that predict technology use among K–12 teachers. The Teacher Attribute Survey was administered to 177 K–12 teachers from six Northwest Ohio schools. This instrument measured a variety of teacher attributes, such as teacher self-efficacy, philosophy, openness to change, amount of professional development, and amount of technology use in the classroom. A forward multiple regression was conducted to identify the best combination of variables that predicts classroom technology use among K–12 teachers. Results indicate that the factor combination of amount of technology training, time spent beyond contractual work week, and openness to change best predicted classroom technology use.