The relationship between the degree of collegiality and the utilization of technology in the secondary social science classroom
A Thesis Presented to the Department of Teacher Education and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Master of Arts University of Nebraska at Omaha. Copyright 1998, Douglas S. Newton
Abstract
The purpose of this study is to answer the following research questions: 1. Is there a significant difference in technology utilization between secondary Social Studies teachers identified as having high collegiality and those secondary Social Studies teachers identified as having low collegiality? 2. What is the correlation of secondary Social Studies teachers’ degree of collegiality with their corresponding perceptions toward the classroom utilization of technology? 3. What is the correlation of secondary Social Studies teachers’ age with their corresponding perceptions toward the classroom utilization of technology? 4. What is the correlation of secondary Social Studies teachers’ educational achievement with their corresponding perceptions toward the classroom utilization of technology? The population of this study consists of all currently employed secondary Social Studies teachers in the Omaha Public Schools District. This population will participate in a descriptive based ex post facto research design with an authored designed survey used to measure the research questions. No manipulation of the variables will take place in this study. The final analysis of the data collected from the respondents scores consists of: 1. a relationship measurement based on a .05 Level o f significance measured using a one tailed t-test and 2. a correlation measurement using a Spearman Correlation Coefficient.