Advisor

• Dr. Paul Resta

Degree

• Doctoral

Abstract

The primary purpose of this study was to determine what factors influence the integration of educational technology as perceived by Texas teachers. The secondary purpose was to examine the relationships between the determinant factors. To address the research questions quantitative procedures were followed. Research questions were developed and tested to investigate whether a significant relationship existed among dependent variables, school technology and readiness and teacher-principal school technology and readiness congruence, and the independent variables (a) grade level, (b) subject area, and (c) percentage of economically disadvantaged students. Data analysis indicated significant differences in teacher school technology and readiness perceptions by grade level and subject area, and significant differences in teacher-principal school technology and readiness congruence by school percentage of economically disadvantaged students. Using path analysis a theorized Texas School Technology and Readiness Effects Model was validated.