Assessment of the integration of technology into the curriculum by middle and high school teachers

This research study replicated Atkins' (1997) study on teacher stages of concern about computers and knowledge of technology, and use of technology in their classrooms. This research study replicated use of the Teaching with Technology Survey (TTS) (Atkins, Frink, & Viersen, 1997), demographic information, and the Computing Concerns Questionnaire (CCQ) (Martin, 1989) with a different population. Atkins' study was conducted in North Carolina using 155 middle school teachers. This research study was conducted in a cluster of schools in a large Southern California school district using a population of 290 teachers in two high schools and four middle schools. This research study also examined teachers at different employment levels.;Thirty-three of the surveyed teachers volunteered and were selected by the researcher to be interviewed. Their classrooms were observed to assess and learn more about the actual implementation and use of technology in the curriculum.;This research study determined if there were differences in teachers' stages of concerns in using technology, their knowledge and use of technology in instruction, and the availability of technology at their schools. This research study also examined any differences related to the demographic variables of age, gender, grade level teaching assignment, type of credential, subject teaching assignment, teaching experience, technology training, school access to technology, technology confidence level, home access to computer, and level of education.;Based on the findings of this study, the following conclusions were made: (a) Teachers who were at higher stages of concern on the CCQ scored higher on the TTS; (b) The oldest cohort of teachers used technology significantly less than younger cohorts; (c) Insufficient training in computer usage hampered teachers in their use of technology in the classroom; (d) Grade level teaching assignment and content area made a difference in computer usage; (e) Level of technology confidence, not gender, type of credential, teaching experience, or level of education, indicated higher use of technology; (f) Teachers who had access to computers at home used more technology in their classrooms.