2026-09-19T14:39:53.693277900Zhttps://opus.uleth.ca/server/oai/requestoai:opus.uleth.ca:10133/37112015-07-04T05:04:01Zcom_10133_3346com_10133_1com_10133_296col_10133_3348col_10133_298
ULethbridge OPUS Repository
supervisor
Steed, Marlo
author
Berko, Andreas
author
University of Lethbridge. Faculty of Education
2015-07-03T21:23:16Z
2015-07-03T21:23:16Z
2015-07-03
https://hdl.handle.net/10133/3711
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_CA
K to 9
teaching styles
Teaching Styles Inventory
technology use
Correlation between elementary and middle school teachers' teaching styles and frequency and variety of digital technology use
Thesis
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application/pdf
BERKO_ANDREAS_MED_2014.pdf
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BERKO_ANDREAS_MED_2014.pdf.txt