Integration of Technology into Student Assignments by Family and Consumer Sciences Teachers

Abstract

The purpose of this study was to provide information that may improve or design technology professional development for family and consumer sciences teachers to integrate technology into student assignments. This study was designed to investigate (a) the extent to which Alabama family and consumer sciences teachers are requiring students to utilize technology to complete assignments, (b) the factors that influence Alabama family and consumer sciences teachers’ decisions to assign projects that require students to use technology to complete projects, and (c) the degree of confidence Alabama family and consumer sciences teachers have in their ability to design projects that require students to use various technologies to complete projects. Data were analyzed using the following statistical procedures: descriptive, regression, Analysis of Variance (ANOVA), and Pearson product-moment correlation. The majority of respondents were female (99.1%, n = 114). The mean age of respondents was 44.78 years. Fifty-six percent (56.5%, n = 65) hold a masters degree or higher. Forty-four percent (44.3%, n = 51) of respondents taught in rural areas, and 58.2% (n = 67) have taught more than 10 years. A majority of respondents (80.7%, n = 92) reported a constructivist teaching philosophy.

Respondents reported using the computer, Microsoft Office, printer, and LCD projector as the technology tools required by students to complete assignments at least monthly. Conducting research was the technology assignment most often required of students monthly. Perceived behavioral control was the best predictor of family and consumer sciences teachers’ intentions to require students to use technology to complete assignments. Demographic variables of this study did not yield a significant difference in the requirement of technology use in student projects by teachers. The Pearson r correlation between confidence level and technology tools was statistically significant, r = .550, p < .001. The Pearson r correlation between confidence level and technology assignments was statistically significant, r = .467, p < .001. Results indicate that teachers do not feel confident in their ability to design projects that require more current technology. In this study, forty-one percent family and consumer sciences teachers reported receiving specific training to integrate technology for student learning. This indicates a need for technology professional development specifically geared towards the family and consumers sciences curriculum and towards the integration of technology for student learning.