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This study examined the impact an educational technology assessment (the Husky Educational Technology Assessment Program: Level I) had on an individual’s educational technology attitude and behaviors. Due to the vast amounts of money being spent on technology, concerns on whether or not the technology is being effectively integrated have arisen. As technology continues to expand in its use and the importance it plays in educational settings, it is becoming exceedingly important for educators to develop and maintain a basic educational technology competency level to be able to integrate the use of educational technology into their classrooms to positively impact student activities and learning outcomes. Specifically, this study addressed how basic educational knowledge impacted both attitudes and behaviors associated with the use of educational technology for the purpose of enhancing learning. Also of particular concern for this study are issues related to educational training. This study aimed to identify if there are in fact disparities between educational level and professional training on educational technology attitudes and behaviors.

A total of 243 pre- and in-service educators participated in this study and were members of either the control or experimental group. A MANCOVA was performed to investigate the effect of educational level and experimental grouping on post educational technology attitudes and behaviors. A significant interaction between education level and experimental grouping was found on post-behavior and post-attitude measures. Further, significant correlations patterns emerged between educational level and experimental grouping on educational technology attitude and behavior measures. Results from this study indicate that there are significant differences between pre-service and in-service educators on educational technology knowledge, attitude, and behavior measures.

Stream: Technology in Learning

Paper: A paper has not yet been submitted.

Dr. Lori Holcomb an assistant professor of instructional technology at North Carolina State University. She received a Ph.D. in Cognition and Instruction from the University of Connecticut, a M.A. in Educational Psychology with an emphasis in Educational Technology from the University of Connecticut and a B.A. in Early Childhood Education with a minor in Spanish from Clemson University. She has presented at national and international conferences on topics such as distance education, educational technology, problem-based assessment, and various technology related topics. Her most recent research explores the relations between educational technology knowledge, attitudes, and behaviors.