Exploring K–12 Teachers' Technology Adoption for Equitable Learning: A Multiple Regression Approach

• In Event: AERA Virtual Poster Session 5
  In Poster Session: Understanding Virtual Cognitive Development and Digital Identity in Equitable Teaching and Learning Spaces

Abstract

This exploratory study investigated the relationship between teachers’ equity mindsets, self-efficacy to teach with technology and their technology adoption for equitable learning. A sample of 37 K-12 teachers in the United States participated in an online survey. Regression results indicated that the overall model significantly predicts teachers’ technology adoption for equitable learning [R2=.252, F(4, 32)=2.691, p<.05], and explained about 25.2% of the variance. Controlling for gender and years of teaching, teachers’ self-efficacy to teach with technology has significant positive association with their technology adoption for equitable learning. However, teachers’ equity mindsets does not have significant association with their technology adoption for equitable learning. The research discussed the contribution and limitations of the study, and the way forward.

Authors

• Yin Hong Cheah, The University of Texas at Austin

• Joan E. Hughes, The University of Texas at Austin