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Educators' perceptions of school construction design components for communication and information technology implementation in public schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Educators' perceptions of school construction design components for communication and information technology implementation in public schools.
作者:	Seligman, Marc Alan.
面頁冊數:	209 p.
附註:	Adviser: LeRoy J. Tuscher.
附註:	Source: Dissertation Abstracts International, Volume: 58-05, Section: A, page: 1532.
Contained By:	Dissertation Abstracts International58-05A.
標題:	Education, Administration.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9732875
ISBN:	0591423839

Educators' perceptions of school construction design components for communication and information technology implementation in public schools.
Seligman, Marc Alan.

Educators' perceptions of school construction design components for communication and information technology implementation in public schools.[electronic resource] - 209 p.

Adviser: LeRoy J. Tuscher.

Thesis (Ed.D.)--Lehigh University, 1997.

Subjects were asked to complete a survey. The survey contained 14 statements regarding technology implementation in public schools to which the subjects indicated their agreement or disagreement via a 5 point Likert-type scale.

ISBN: 0591423839Subjects--Topical Terms:

212439
Education, Administration.

Educators' perceptions of school construction design components for communication and information technology implementation in public schools.
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245 1 0 $a Educators' perceptions of school construction design components for communication and information technology implementation in public schools. $h [electronic resource]
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520 # $a Subjects were asked to complete a survey. The survey contained 14 statements regarding technology implementation in public schools to which the subjects indicated their agreement or disagreement via a 5 point Likert-type scale.
520 # $a The null hypotheses were tested by a two-factor analysis of variance. For all three research questions, there were no significant main effects of organizational level or age of building. Significant interaction effects (organizational level by age of building) at the.05 level were discovered for all three cases. Two-factor ANOVAs of null hypotheses formed from each survey statement produced some similar results.
520 # $a The purpose of this study was to compare the perceptions of groups of educators about school construction design components for communication and information technology implementation in public schools. Subjects were randomly selected principals of Pennsylvania public schools. Equal numbers (25) of subjects were used to form four groups: Secondary/Old: Secondary principals working in schools that were built, renovated, or rewired for communication or information infrastructures prior to 1990; Secondary/New: Secondary principals working in schools that were built, renovated, or rewired for communication or information infrastructures from 1990 on; Elementary/Old: Elementary principals working in schools that were built, renovated, or rewired for communication or information infrastructures prior to 1990; Elementary/New: Elementary principals working in schools that were built, renovated, or rewired for communication or information infrastructures from 1990 on.
520 # $a The survey statements were combined to form three research questions from which null hypotheses were derived: (1) How do educators perceive certain statements regarding the structural wiring for communication and information technologies of schools? (2) How do educators perceive certain statements regarding the student use of communication and information technologies in the schools? (3) How do educators perceive certain statements regarding administrative concerns about communication and information technologies in the schools?
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