Instructional Technology (EdDIT)
School of Education
David D. Carbonara
SAMR, TAM 2, Perceived Ease of Use, Perceived Usefulness, Self-Efficacy, Bandura, TPACK, In-Service Teachers
The purpose of this study was to determine in-service teachers’ ability to integrate instructional technology into their lesson plans. The Technology Acceptance Model 2 (TAM 2) survey was used to measure self-reported perceived ability of technology integration. Teacher self-efficacy, computer self-efficacy, and self-efficacy towards technology integration questions will be used to measure self-reported self-efficacy levels. The Substitution, Augmentation, Modification, and Redefinition (SAMR) model was used to determine the level of integration in-service teachers actually incorporated. Participants (n = 131) were teachers from a suburban public K-12 school district in the northeastern region of the United States. Results showed that participants felt confident in using technology, perceived the use of technology important for their job, and that technology was perceived as easy to use. However, self-reported self-efficacy and TAM 2 scores were found to be statistically different from lesson plan integration SAMR levels.
Cotten, J. L. (2021). In-Service Teachers' Ability to Integrate Instructional Technology into Lessons Based on SAMR Level Outcomes and Their Perceived Ease of Use, Perceived Usefulness, and Self-Efficacy (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1973