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Examining High School Teachers' Technology Acceptation of A Learning Management System in A Large Public School District
Title
Examining High School Teachers' Technology Acceptation of A Learning Management System in A Large Public School District.
Creator
Foster-Hennighan, Shari, Butler, Malcolm, Hewitt, Randall, Boote, David, Swan, Bonnie, University of Central Florida
Abstract / Description
The purpose of this research study was to understand high school teachers' acceptance and use of Canvas Learning Management System (LMS) (Canvas, 2011) in a large public school district. Teachers are the keystone species within the educational environment, and as such, are critical for the successful integration of technology in the classroom (Davis, Eickelmann, (&) Zaka, 2013). Therefore, in order to facilitate teacher's acceptance and use of technology for instructional purposes, those...
Show moreThe purpose of this research study was to understand high school teachers' acceptance and use of Canvas Learning Management System (LMS) (Canvas, 2011) in a large public school district. Teachers are the keystone species within the educational environment, and as such, are critical for the successful integration of technology in the classroom (Davis, Eickelmann, (&) Zaka, 2013). Therefore, in order to facilitate teacher's acceptance and use of technology for instructional purposes, those factors that influence or prevent use need to be understood. This study used a revised Technology Acceptance Model (Fathema, Shannon, (&) Ross, 2015) to determine those factors that affect teachers' actual informational and communicational use of the Canvas LMS (Canvas, 2011). This mixed methods study used a survey and interview to answer three research questions concerning acceptance, use, and departmental influence on the use of Canvas LMS. The survey data were analyzed with Exploratory Factor Analysis (EFA) and Structural Equation Modeling (SEM) in order to produce two explanatory models to address the three research questions. The semi-structured interviews were conducted with 16 teachers from one high school in a large public school district. The interview questions were transcribed, coded, and themed in order to answer research questions two and three. The analysis of the survey and interview data found that teachers were more likely to use informational rather than communicational features in Canvas. Communicational use differences were more evident than informational use among the four core subject areas, with mathematics using these features the least. For both models of survey data, the quality of the Canvas system was an influence on teacher use. The influence of teacher intent was contradictory between the two models. The findings from this study can be used to inform stakeholders of factors that influence high school teachers Canvas use, and recommendations to improve integration in the future.
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Date Issued
2019
Identifier
CFE0007631, ucf:52478
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007631
INVESTING IN AN INTERCONNECTED WORKFORCE:GLOBAL EDUCATION REFORM
Title
INVESTING IN AN INTERCONNECTED WORKFORCE:GLOBAL EDUCATION REFORM.
Creator
Klug, Amelia, Bryer, Thomas, University of Central Florida
Abstract / Description
Regardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational...
Show moreRegardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational outcomes. This study analyzes high, middle, and low quality education systems around the world and the infrastructures that lead to educational success or failure. Fifteen education systems are chosen for this study which includes Shanghai-China, Singapore, Japan, Finland, Canada, Portugal, United States, Luxembourg, Spain, Hungary, Brazil, Argentina, Indonesia, Qatar, and Peru. Each system is analyzed in terms of its teacher quality, curriculum, school system structure, and educational equity. From this study, it appears that there is a high-correlation between four indicators and top-educational success. These four indicators include having a highly selective model for hiring teachers, recruiting teachers from a top-pool of graduates, having a high-level of prestige held for teachers in society, and insuring students of low socio-economic status are given equal educational opportunities for success. Recommendations for a new teacher training and selection model are discussed based on the top four indicators. These recommendations could cause educational gains for both the United States and other systems around the world.
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Date Issued
2014
Identifier
CFH0004691, ucf:45247
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004691