How teacher attitudes on technology adoption promotes social change in the middle school classroom

Research indicates that a significant percentage of teachers are not using instructional technology in the classrooms. Other concerns focus on improving middle school students' academic achievement especially in mathematics and reading. The purpose of this study was to examine middle school teachers' attitudes toward use and adoption of instructional technology through the framework of Rogers's diffusion of innovations. Research questions examined the relationships of attitudes of self-proficiency and work experience to technology adoption and differences between the two schools regarding attitudes of self-proficiency and relationship of work experience to technology adoption. Data from the Teachers & Technology: Snap-Shot Survey were analyzed using Pearson correlation to determine the relationships of self-proficiency and work experience with technology adoption. An independent t test was used to examine differences of the attitudes of self-proficiency and work experience to technology adoption between the schools. Results revealed there was not a significant relationship between work experience and adoption, but a significant relationship was indicated between self-efficacy and technology adoption, which Rogers stated as vital to adopting an innovation. No significant differences of attitudes of self-proficiency or work experience to technology adoption were detected between the two middle schools. The study did reveal a need to further examine how accurately teachers identified their level of technology adoption. This information will assist educational leaders in devising programs to improve middle school students' academic achievement, narrowing the digital divide between socio-economic groups, and empowering them to improve their social conditions to become competitive both in the local and global economic markets.