Abstract
Introduction: US school districts often purchase technology without considering teacher attitudes, leading to significant underutilisation in urban K-12 classrooms.
Methods: This quantitative, correlational study examined associations between technological attitudes, tenure, gender, and technology use frequency within north-eastern US urban districts.
Results: A survey of 130 teachers was analysed via linear regression to determine how attitudes, years of service, and gender predict classroom technology use. The findings identified technological attitudes, both independently and in combination with other predictors, as the primary driver for predicting frequency of use.
Discussion: Statistical analysis resulted in the rejection of the null hypothesis for all three research questions.
Limitations: The study faced communication delays from participating districts and the exclusion of 61 incomplete or duplicate surveys.
Conclusions: These results are vital for educational administrators making procurement decisions. Prioritising teacher attitudes can mitigate technology underutilisation and prevent the loss of school funding.