Quantitative Data Analysis
Results of the multiple regression confirmed the hypothesis that higher levels of concern (impact concerns) predicted the reported use of constructivist teaching practices in this sample. Higher concerns toward the use of technology predicted higher scores on the Constructivist Behavior Questionnaire, indicating a positive relationship between these factors. Teachers who reach a level of technology adoption in which they express interest in what other teachers are doing with technology and express interest in making better use of technology tools describe more use of constructivist teaching practices in their classroom than teachers with lower-level concerns.
These findings extend those of other researchers (Becker & Ravitz, 1999; Dills, 2004; Dwyer, 1994; Kent & McNergney, 1999; Sandholtz, Ringstaff, & Dwyer, 1997; Rakes, Fields, & Cox, 2006; Rakes, Flowers, Casey, & Santana, 1999) who have found a positive relationship between teachers who have positive attitudes toward and who use technology and those teachers who also use constructivist instructional practices in their classrooms.
Specific analysis of the results from the Stages of Concern Questionnaire are in progress, along with the analysis of the open-ended responses.