Technology implementation effectiveness and training of teachers and administrators in secondary schools

This study ascertained how administrators and teachers in a rural school district in southern Middle Tennessee use instructional technology in their schools, how frequently they use it, and their efficacy levels with using technology in their distinct roles. This study also assessed the perceptions of administrators and teachers regarding their effective use of instructional technology and determined how the amount and type of technology training received by administrators and teachers had affected the degree of technology integration in their positions. The technology practices of secondary teachers and administrators were examined at four schools in the school district used for the population of the study. Thirteen administrators completed the researcher-designed Administrator Technology Survey, and 124 teachers completed the researcher-designed Teacher Technology Survey. An ANOVA examined the statistically significant differences between the type of technology training received and the amount of technology used by teachers and administrators. For both teachers and administrators, the Pearson r was used to test for statistically significant relationships between: the amount of technology training received and the amount of technology used; the amount of technology training received and the efficacy level with using technology; the amount of technology used and perceived effectiveness of technology use; the administrators’ perceived effectiveness of teachers’ use of technology and teachers’ perceived effectiveness of their own use of technology; and the amount of technology training, amount of technology used, and efficacy level with using technology as predictors of perceived effectiveness of technology use. Strong statistically significant relationships were found between the amount of technology used by both teachers and administrators and their perceived effectiveness of their use of technology. This study provided practical benefits to the school district regarding which specific areas of technology are most utilized by teachers and administrators. Further research should be conducted on administrators and teachers from elementary schools, urban school districts, and multiple school districts