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theses

Technology is essential in both personal and professional lives. Also, digital assessments, such as those being implemented as part of the Partnership for Assessment of Readiness for College and Careers (PARCC), will soon be instituted; these require students to utilize computer technology in order to complete the assessment. Therefore, it is imperative that administrators be aware of factors associated with increased frequency and complexity of technology use in teachers’ classrooms. This study examined the factors associated with the diffusion and implementation of a technological innovation (Google Docs) through schools/districts in Monmouth County, NJ. An online survey provided quantitative data about teachers’ personal-professional characteristics and the frequency and complexity of respondents’ uses of Google Docs. Data was collected from 35 of the 53 schools in Monmouth County; 45% of the surveyed population provided viable responses. Linear regression determined which factors had a statistically significant association with the dependent variable “Google Docs Usage Score” (GDUS), a measure of frequency and complexity of Google Docs use. Independent variables culled from the literature were decision method (optional, collective, or authority); innovator type (innovator, early adopter, early majority, late majority, laggard); and the following personal characteristics: years of teaching experience; subject area taught; grade levels taught; number of types of technology used personally; number of types of technology used professionally; and technological, pedagogical, and content knowledge (TPACK) score (Mishra & Koehler, 2003). This study determined there was a statistically significant association between the GDUS and the following variables: optional decision method; innovator, early adopter, and early majority innovator types; the subject areas Mathematics and Visual and/or Performing Arts; the number of types of technology used professionally; and TPACK score. These findings provide administrators with specific factors to consider when encouraging diffusion of a technological innovation such as Google Docs into a school. Combined with research by Wisnicki (2014), it was found that personal factors have a larger impact on GDUS than do environmental factors. This study builds on the diffusion work of Rogers (2003) and the Concerns-Based Adoption Model of Hall, Wallace, & Dosset (1973), and adds clarity to the literature on diffusion of educational technology within schools. This study also provides a new theoretical construct for examining levels of use of Google Docs, which could potentially be expanded to act as a measurement for other types of educational technology.

ETD_5195

Ed.D.

Includes bibliographical references

by Steven G. Tetreault

doi:10.7282/T3X34VJJ

ETD doctoral

The author owns the copyright to this work.