Utilization of Instructional Technology: Towards a Conceptual Model for Teacher Education

Abstract

The intent of this study was to propose and test a conceptual model that described utilization of instructional technology by teacher education faculty in University of North Carolina teacher education programs. Focus on utilization was guided by the study's conceptual framework originally developed by Seels and Richey (1994a).

Research questions focused on factor groupings contributing to overall utilization of instructional technology; investigating sub-set variables having the most influence on use of technology; describing the nature of relationship between factor groupings and use of instructional technology; creating and testing a conceptual model that illustrates factor groupings and their relation to the use of instructional technology; and identification of specific factors and barriers most frequently cited by faculty as influencing their use of instructional technology.

Development of the study included the creation of a 43 question instrument. Structural Equation Modeling employing Exploratory Factor Analysis, Principal Components Analysis, and Confirmatory Factor Analysis was used to identify and refine factor groups and test the conceptual model for goodness-of-fit.

Study results confirmed goodness-of-fit for the proposed conceptual model of technology use. Five factor groups, identified as primary components of the conceptual model, had varying degrees of relation to the use of technology, with institutional infrastructure holding the highest degree of relation.

Faculty participating in the study indicated major influencing factors for their use of technology as:

1. support structures within their teacher education program;

2. classroom availability of technology equipment for instructional use;

3. awareness of benefits that technology offers to teacher education candidates;

4. personal technology literacy.

Additionally, faculty indicated that few significant barriers exist that prevent them from using technology in teacher education courses. The most significant barrier reported was lack of time to research and develop technology-enhanced instruction.

Qualitative comments suggested that the majority of faculty had very positive attitudes towards technology use. Given increased emphasis on identified factors, UNC teacher education programs have the potential to improve technology integration throughout their preparation program.