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Dissertation
The Influence of Content Filtering and Teachers' Self-Efficacy on the Level of Use of the Internet in K-12 Classrooms
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2013
Abstract
As the ideas behind traditional learning change, the content delivery methods used by teachers should adapt as well. Teachers are being asked to find ways of introducing and relating the material to students in the web world that many digital natives live in outside of the classroom walls. To prevent the misuse of Internet inside of the classroom, districts are filtering Web 2.0 tools, which in turn restrict the integration of technology into the curriculum. The purpose of this study was to quantitatively gather data to determine which factors (Internet self-efficacy, attitudes about content filtering, and demographic variables) had the most influence on teachers' level of Internet use in the classroom. The concept of self-efficacy is grounded in the theoretical framework of social cognitive theory (Bandura, 1986). Multiple regression analyses were conducted on 457 surveys received from a school district in the panhandle of Florida to identify demographic variables and their relationship with the level of Internet use in the classroom, teachers' Internet self-efficacy, as well as their attitudes about content blocking software. The results indicate that grade level taught and Internet self-efficacy score were predictors of content filtering attitudes. The teachers' level of use score was not a predictor of their content filtering attitude. Years of teaching experience and the socioeconomic status of the school were found to be predictors of Internet use in the classroom, as well as Internet self-efficacy. Further, gender and grade level taught were not predictors of content filtering attitude, level of classroom Internet use, or Internet self-efficacy.
Details
- Title
- The Influence of Content Filtering and Teachers' Self-Efficacy on the Level of Use of the Internet in K-12 Classrooms
- Resource Type
- Dissertation
- Contributors
- Holly H. Ellis (Committee Member)Karen L Rasmussen (Committee Member)Byron C Havard (Committee Chair) - University of West Florida, School of Education
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 144
- Copyright
- © 2012 Erika Kristine Kelly Goines
- Identifiers
- 99380090864406600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida