Technology proficiency of business educators: Impact on their technology utilization and expectations for students' proficienc

The primary purpose of the study was to investigate how business education teachers' technology proficiency level effects their technology utilization. The second purpose was to examine how business education teachers' teaching experience impacts their technology utilization. The third purpose was to examine how business education teachers' technology proficiency level impacts their expectations of students' technology proficiency in business skills classes. The last purpose was to investigate how school size and educational level impacts business education teachers' technology utilization.;The population for this study was business education teachers in comprehensive high schools and area vocational technical schools teaching business skills courses in grades 9--12 across Missouri. Data from 114 responses were used in data analysis. Descriptive statistics and analysis of variance (ANOVA) procedures were used to analyze the data. Descriptive statistical analysis suggested that teachers were most confident in using computer technology to "send e-mail to a friend" and least confident to "set up a local area network of computers for my classroom." Teachers expected their students in business skills classes to be most proficient in the area of "use a word processing program to create a document" and least proficient in the area of "set up a local area network of computers.";Results from ANOVA revealed that teachers with high technology proficiency utilized technology more than other teachers. Teachers with high technology proficiency expected higher students' technology proficiency than other teachers. No significant difference was found in technology utilization for the following variables: school size, teaching experience, and educational level.