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dc.contributor.supervisor Steed, Marlo
dc.contributor.author Berko, Andreas
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2015-07-03T21:23:16Z
dc.date.available 2015-07-03T21:23:16Z
dc.date.issued 2015-07-03
dc.identifier.uri https://hdl.handle.net/10133/3711
dc.description.abstract Kindergarten to grade nine teachers (n=61) in the Calgary Catholic School District were surveyed on their teaching styles and variety and frequency of technology use. Teacher responses to a Teaching Styles Inventory were used to assign teaching styles and were compared to responses from a Technology Inventory that measured the approximate frequency and variety of technology use of each teacher. Using bivariate analysis, significant positive Pearson’s correlation coefficients were found between the Facilitator and Delegator teaching styles (p < .01), Technology use was negatively associated with the Expert teaching style (p < .10) and Formal Authority teaching style (p < .05). No significant correlation was found between the Personal Model teaching style and technology use. Technology use may be influenced by a teacher’s teaching style in that teachers with a more traditional or teacher-directed style may use technology less frequently while teachers with a more student-directed approach may choose technology as an instructional tool with more frequency and variety. en_US
dc.language.iso en_CA en_US
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education)
dc.subject K to 9
dc.subject teaching styles
dc.subject Teaching Styles Inventory
dc.subject technology use
dc.title Correlation between elementary and middle school teachers' teaching styles and frequency and variety of digital technology use en_US
dc.type Thesis en_US
dc.publisher.faculty Education en_US
dc.degree.level Masters en_US
dc.proquest.subject 0710 en_US
dc.proquest.subject 0514 en_US
dc.proquest.subject 0727 en_US
dc.proquestyes Yes en_US


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