Leadership Studies Ed.D. Dissertations

Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots

Date of Award

2016

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Leadership Studies

First Advisor

Rachel Vannatta Reinhart (Advisor)

Second Advisor

Savilla Banister (Other)

Third Advisor

Judith Jackson May (Committee Member)

Fourth Advisor

Paul A. Johnson (Committee Member)

Fifth Advisor

Carrie Rathsack (Committee Member)

Abstract

The purpose of this study was to examine the relationship of technology use and facilitation of inquiry-based teaching across the curriculum through the implementation of a one-to-one technology pilot. This study also explored which technology related factors (Teacher Tech Use, Student Tech Use, Tech Barriers, Teacher Comfort) best predict the use of inquiry-based teaching methods with students. Additionally, there was an examination of changes (pre-post) in the use of inquiry-based methods as a result of the one-to-one pilot. Data were collected using a pretest and posttest 1:1 Teacher Survey developed by the Center for Assessment and Evaluation Services at Bowling Green State University. Participants were 80 teachers from two Northwest Ohio school districts who participated in a one-to-one pilot during the 2012-2013 school year.

Three research questions guided this study. Descriptive statistics were used to analyze Research Question 1 which examined if Teacher Tech Use, Student Tech Use, Tech Barriers, and/or Tech Comfort related to a teacher’s use of inquiry-based teaching methods. Teacher Tech Use and Teacher Comfort were both strongly related pre and post with regards to a general one-item inquiry-based learning item and an inquiry-based subscale.

Multiple Regression was utilized to analyze Research Question 2 which examined if Teacher Tech Use, Student Tech Use, Tech Barriers, and Tech Comfort predicts a teacher’s use of inquiry-based teaching methods with students. The data revealed that Teacher Tech Use was the only significant predictor of a teacher use of inquiry-based teaching methods.

Finally, a t-test of related samples was used to analyze Research Question 3 which examined if a one-to-one technology program for students significantly increased the use of inquiry-based teaching methods. The piloting of one-to-one in both districts was limited to approximately a six month time period. The data concluded that the one-to-one pilot did not reveal an increase in a teacher’s use of inquiry-based teaching methods with students. Pre survey revealed that teachers were already using inquiry-based teaching methods on a regular basis prior to the one-to-one pilot.

Based upon the results, three main conclusions were drawn: 1) Teacher Tech Use and Tech Comfort relate to a teacher’s use of inquiry-based teaching methods 2) Teacher Tech Use was the single factor that best predicts a teacher’s use of inquiry-based teaching methods 3) after six months, a one-to-one initiative does not significantly increase a teacher’s use of inquiry-based teaching methods.

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