Date of Award

Fall 2019

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Interdisciplinary Studies and Professional Development

Committee Chair

Shuyan Wang

Committee Chair School

Interdisciplinary Studies and Professional Development

Committee Member 2

Jonathan Beedle

Committee Member 2 School

Interdisciplinary Studies and Professional Development

Committee Member 3

Kyna Shelley

Committee Member 3 School

Education

Committee Member 4

Richard Mohn

Committee Member 4 School

Education

Abstract

Since No Child Left Behind Act pressure has been placed on teachers for higher achievements and accountability. Teachers are required to balance learning and integrating new technology into their curriculum, but not all teachers are. In order for teachers’ to learn how to successfully integrate new technology, they must be motivated to use new technology. This study examines the roles of digital literacy in high schools in order to identify digital divides among Digital Immigrant and Digital Native teachers who teach grades 9th through 12th that adopt or choose not to adopt the use IWB. This study investigates why available technology is not being used when it’s available, and what causes this type of behavior to occur.

This is a mixed method study. Ninety-four Mississippi high school teachers participated in phase I quantitative online survey, and eight Mississippi high school teachers were interviewed in phase II qualitative. All interviews were recorded, transcribed, and coded. All survey responses were analyzed using SPSS software. Findings in the quantitative phase revealed a statistical significant relationship exist with behavior and motivation to use interactive whiteboards based on geographical area, education, age, gender, and level of experience using technology. No regression model was run for research question 2 because of multiple subscale questions. All responses to question 2 were based on phase II qualitative interview. Findings for phase II qualitative identified age was a strong determinant for behavior differences and motivational effects of using interactive whiteboards. This study identified problems teachers experienced were due to a lack of resources. Digital divides identified in this study were based on age, lack of resources, lack of training, and the lack of motivation.

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