1. Research Analysis - in educational computing Analysis by: Blair Copeland Presented to: Gerald Knezek, PhD CECS 6510

2. Scree Plot The abrupt and pronounced change in slope implies that six or seven factors may be identifiable.

3. Factor Variance Explained Similarly checking the column for percent of variance explained shows the seven factors.

4. Factor Analysis

5. Cluster Analysis

6. Factor Analysis Mapping to Cluster Analysis

7. HICLUS Analysis

8. Multidimensional Scaling -ALSCAL Measure: Interval – Euclidean DistanceLevel of Measurement: Ordinal

9. MDPREF Analysis

11. Multidimensional Scaling -ALSCAL Measure: Interval – ChebychevLevel of Measurement: Ordinal

12. Multidimensional Comparison Measure: Interval – Chebychev vs Measure: Interval – Euclidean Space

13. Factor Domains Barriers Objective Learning Teaching

14. Factor Domains - One

15. Factor 1 7. Teachers need to directly influence students using technology for students to learn. 8. Students cannot complete technology objectives unless the teacher first demonstrates the objectives. 9. Teachers must directly collaborate with students for students to learn. 15. Students need strict guidelines to complete learning objectives.

16. Factor 1 7. Teachers need to directly influence students using technology for students to learn. 8. Students cannot complete technology objectives unless the teacher first demonstrates the objectives. 9. Teachers must directly collaborate with students for students to learn. 15. Students need strict guidelines to complete learning objectives.

17. Factor 1 Reliability Student Technology-Efficacy Requires Intervention  Student ability to produce effect using technology requires teaching QuestionMean 73.23 83.13 93.33 153.18 Respectabl e

18. Factor Domains – One to Two

19. Factor 2 12. Students spend more time getting started than learning when using technology. 13. Technology is too difficult for students to learn effectively. 14. Students only benefit from technology when instructions are specific. 17. Students interact so much they do not learn effectively.

20. Factor 2 12. Students spend more time getting started than learning when using technology. 13. Technology is too difficult for students to learn effectively. 14. Students only benefit from technology when instructions are specific. 17. Students interact so much they do not learn effectively.

21. Factor 2 Reliability Barriers to Student Technology-Efficacy  Barriers to Students using Technology to produce an effect QuestionMean 122.35 131.48 142.68 172.13 Minimally  Respectable

22. Factor Domains – Two to Three

23. Factor 3 1. Technology is worth the effort it takes to prepare for use in class. 6. Students learn more effectively using technology when teachers have technology training. 19. Students receive little benefit from technology unless assignments are completed.

24. Factor 3 1. Technology is worth the effort it takes to prepare for use in class. 6. Students learn more effectively using technology when teachers have technology training. 19. Students receive little benefit from technology unless assignments are completed.

25. Factor 3 Reliability Technology Impact on Instruction  Technology Value to Instruction QuestionMean 14.63 64.53 192.15 19R3.86 Unacceptable 

26. Factor Domains – Three to Four

27. Factor 4 2. Support personnel do provide the resources I need so students can effectively use technology. 3. Teachers have not been effectively prepared to teach using technology. 16. Using technology allows student to collaborate to complete objectives.

28. Factor 4 2. Support personnel do provide the resources I need so students can effectively use technology. 3. Teachers have not been effectively prepared to teach using technology. 16. Using technology allows student to collaborate to complete objectives.

29. Factor 4 Reliability Resource Facilitation on Technology-Efficacy QuestionMean 23.70 33.60 3R2.40 164.13 Unacceptable 

30. Factor Domains – Four to Five

31. Factor 5 10. Teachers spend so much time overcoming technology problems students often learn nothing from an assignment. 20. Students are often unaware of the objectives placed on technology use.

32. Factor 5 10. Teachers spend so much time overcoming technology problems students often learn nothing from an assignment. 20. Students are often unaware of the objectives placed on technology use.

33. Factor 5 Reliability Teacher Barriers to Technology QuestionMean 102.48 203.13 Unacceptable 

34. Factor Domains – Five to Six

35. Factor 6 5. Teachers must stay current or students cannot benefit from using technology. 11. Students have trouble staying on task when technology use is not limited. 18. Student objectives are measured only by completed assignments.

36. Factor 6 5. Teachers must stay current or students cannot benefit from using technology. 11. Students have trouble staying on task when technology use is not limited. 18. Student objectives are measured only by completed assignments.

37. Factor 6Reliability Teacher Barriers to Teaching QuestionMean 53.98 112.95 182.33 18R3.675 Unacceptable 

38. Factor Domains – Six to Seven

39. Factor 7 4. Technology changes too quickly for teachers to stay current.

40. Factor 7Reliability Barriers to Teacher Technology-Efficacy  Needs further attention and expansion. QuestionMean 42.38 Cronbach’s Alpha would not produce any meaningful results with one variable.

41. Factor Domains Barriers Objective Learning Teaching

42. Suggested Factor Meaning 1. Student Technology-Efficacy Requires Intervention 2. Barriers to Student Technology-Efficacy 3. Technology Impact on Instruction 4. Resource Facilitation on Technology-Efficacy 5. Teacher Barriers to Technology Objectives 6. Teacher Barriers to Teaching Objectives 7. Barriers to Teacher Technology-Efficacy Expected Two and Got Seven???

43. Group Analysis Independent Samples t-Test  No Factor Significance Between Gender Teachers & Students ANOVA  Factor Two Significant F 2.187 (sig.450) Barriers to Student Technology-Efficacy Grade Level Taught  Expected older & younger students would differ.

44. Higher Order Factor Analysis

46. Higher Order Factor One 2. Barriers to Student Technology-Efficacy 7. Barriers to Teacher Technology-Efficacy - Barriers to Instruction-Efficacy.

47. Higher Order Factor Two 4. Resource Facilitation on Technology-Efficacy - Instruction-Efficacy using Technology.

48. Higher Order Factor Three 3. Technology Impact on Instruction - Technology Impact on Instruction-Efficacy.

49. Higher Order Factor Four 1. Student Technology-Efficacy Requires Intervention 5. Teacher Barriers to Technology Objectives 6. Teacher Barriers to Teaching Objectives - Teacher Impact on Objectives. - Minimally Loaded, Likely Discard.

50. Higher Order Factor Analysis

52. Higher Order Factor One 2. Barriers to Student Technology-Efficacy 3. Technology Impact on Instruction (Negative) 7. Barriers to Teacher Technology-Efficacy - Barriers to Instruction-Efficacy.

53. Higher Order Factor Two 1. Student Technology-Efficacy Requires Intervention 4. Resource Facilitation on Technology-Efficacy - Instruction-Efficacy using Technology.

54. Higher Order Factor Three 5. Teacher Barriers to Technology Objectives 6. Teacher Barriers to Teaching Objectives - Teacher Barriers to Objectives.

55. Conclusion - further attention

56. Lessons Learned Intent was to focused on teacher’s ability to judge students ability to learn while using technology.  A multi-factored evaluation. Analysis suggest more of instruction-efficacy than student technology-efficacy  Barriers to Instruction-Efficacy  Instruction-Efficacy using Technology  Teacher Barriers to Objectives.

57. Future Goal Reconsider Instrument  instrument is not focused enough Define Domain  visually redefine domain and focus measure Rewrite Instrument  specific attention to domain being measured. Reanalyze instrument

58. Findings - students were informed results would not be published