Elementary teachers' knowledge, attitude, and practices toward technology education: effects of the i3 project

Elementary teachers' knowledge, attitude, and practices toward technology education: effects of the i3 project. (2009). Elementary teachers' knowledge, attitude, and practices toward technology education: effects of the i3 project.

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Title	Elementary teachers' knowledge, attitude, and practices toward technology education: effects of the i3 project
Abstract	This study examined elementary school teachers' perceptions of technology after participating in a field test, the I3 Project. The study explored and assessed how elementary teachers reported technology in terms of knowledge, attitude, and technology implementation in the classroom. The results revealed that the technology experience, the I3 Project, had a strong positive impact on the teachers' technological literacy, their pedagogical knowledge of technology, their confidence in teaching technology, and their incorporation of technology strategies in their classrooms. The teachers described appropriate definitions of technology and what it means to be technologically literate. They characterized technologically literate people as problem-solvers. Many used technology terms as they gave examples of problem-solving approaches. They also provided detailed accounts of teaching technology using components of the I3 units or their own developed units. The data findings support the conclusion that teachers have been positively affected by their experience in the I3 Project, in terms of knowledge, attitude, and practices towards technology education. The data are supportive of the benefits of technology in the elementary curriculum. As the choice to include technology is made in more schools and classrooms, the impact on student knowledge and competency will become increasingly evident. However, this will require continued work in areas of teacher preparation and professional development.
Date	2009

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Title: Elementary teachers' knowledge, attitude, and practices toward technology education: effects of the i3 project
Personal Name(s): Cavanaugh, Sandra E.
Bieger, George R.
Corporate Name(s): Indiana University of Pennsylvania
Professional Studies in Education.
Note: Publisher info.: Dissertation/Thesis.
Advisors: Bieger, George R. Committee members: James Hooks; Mark Twiest.
Topical Subject(s): Elementary education
Teacher education
Educational technology