Attitudes of teachers of the intellectually gifted in Mississippi toward information technology
The present study was designed to examine the relationship between the criterion variable of attitude toward information technology and the predictor variables of years experience teaching the gifted, years experience teaching, number of 3 semester graduate credit hour courses in gifted education, number of classroom computers, and teacher's age. Five hundred fifty-one teachers of grades 2 through 6 in public schools in Mississippi were surveyed using the Teachers' Attitudes Toward Information Technology Questionnaire (TAT) (Knezek & Christensen, 1997a), and a demographic questionnaire. Multiple linear regression techniques were used to test the hypotheses of this study. Results indicate that years experience teaching the gifted, teachers' years experience teaching, and teachers' age were negatively related to Teachers' Attitudes Toward Information Technology. Results also indicate that the number of 3 semester graduate credit hour courses completed in gifted education, the number of classroom computers, and hours of computer training in information technology were statistically significant positive predictors of Teachers' Attitudes Toward Information Technology. Additionally, grade level assignment was found to be a statistically significant positive.