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Teacher Motivation and the Use of Computer-Based Interactive Multimedia

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Teacher Motivation and the Use of Computer-Based Interactive Multimedia University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 12-2002 Teacher Motivation and the Use of Computer-based Interactive Multimedia Katrina T. Toth University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Education Commons Recommended Citation Toth, Katrina T., "Teacher Motivation and the Use of Computer-based Interactive Multimedia. " PhD diss., University of Tennessee, 2002. https://trace.tennessee.edu/utk_graddiss/2163 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Katrina T. Toth entitled "Teacher Motivation and the Use of Computer-based Interactive Multimedia." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Education, with a major in Education. Edward L. Counts, Jr., Major Professor We have read this dissertation and recommend its acceptance: Donald J. Dessart, Russ French, Julie K. Little Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a dissertation written by Katrina T. Toth entitled "Teacher Motivation and the Use of Computer-based Interactive Multimedia." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Education, with a major in Education. Dr. Edward L. Counts, Jr._______ Major Professor We have read this dissertation and recommend its acceptance: Dr. Donald J. Dessart____________ Dr. Russ French________________ Dr. Julie K. Little_______________ Accepted for the Council: Dr. Anne Mayhew______________ Vice Provost and Dean of Graduate Studies Original signatures are on file with official student records TEACHER MOTIVATION AND THE USE OF COMPUTER-BASED INTERACTIVE MULTIMEDIA A Dissertation Presented for the Doctor of Education Degree University of Tennessee, Knoxville Katrina Tomilson Toth December, 2002 Copyright Katrina Tomilson Toth, 2002 All rights reserved ii DEDICATION This dissertation is dedicated to my loving and nurturing parents. Mr. Walter Robert Tomilson and Mrs. Dorothy Marie Pitts Tomilson who provided me with the desire to seek knowledge and the determination to achieve dreams iii ACKNOWLEDGMENTS There are many significant people who have contributed to the success of this endeavor. Throughout this process there have been university faculty, Oneida Special School District faculty, fellow students, and family who have provided support and encouragement. The university faculty and in specific my Dissertation Committee including Dr. Counts, Dr. Dessart, Dr. French, Dr. Husch, and Dr. Little have willingly shared knowledge, insight, and guidance. Each Dissertation Committee member has provided unique and valuable contributions to this effort: Dr. Counts, for his patience whenever I asked redundant questions; Dr. Dessart, for his humor whenever I was overwhelmed; Dr. French, for his willingness to participate in the Dissertation Process; Dr. Husch, for his ability to present both critiques and positive reinforcement; Dr. Little, for her guidance whenever I was perplexed, confused, or bewildered. To my Dissertation Committee, I say it has been both an honor and a privilege to work with you. To the administrators, faculty, and staff at the Oneida Special School District, I say thank you for your hospitality, kindness, and courtesy throughout this endeavor. This process could not have been conducted if not for the willingness of Mr. Mayfield Brown, Superintendent, who enabled this study to be conducted. A special thank you also goes to Dr. Williamson for her support and encouragement. Sincere appreciation is expressed to Principal Strunk, Principal Butler, and Principal Harper who supported the research process within each school setting. In addition, I appreciate the time shared by Ann Daugherty, Jann Lewis, Lori Marcum, and Carol Pike. To the teachers who responded to iv the questionnaire portion of this study, I thank you for the time that you willingly shared. To the teachers who participated in the interview portion of this research, I express sincere appreciation for your willingness to participate in spite of your time demands and responsibilities. To the central office staff and the staff at the elementary, middle, and high school setting, I say thank you for the professional way in which I was treated throughout this process. I am grateful to the undergraduate and graduate students who have provided support throughout this endeavor. Your support has been extremely important during the entire process. Family has provided incredible encouragement and support throughout this process. I thank my children; Lillie Lord, Aaron Tomilson, Charles Hillier Jr., and David Hillier who have demonstrated determination, dedication, and fortitude. I thank my sister, Susan Tomilson, for her willingness to provide the support necessary for the achievement of this dissertation. Last but not least, I thank my husband, Frederick Ralph Toth, who has provided love, hope, support, and guidance throughout these times. v ABSTRACT The purposes of this study were (a) to describe the use of multimedia within a participating population of teachers, and (b) to identify factors that motivate teachers to use multimedia for instructional purposes. Teachers from the Oneida Special School District located in Oneida, Tennessee, were invited to participate in this study. This study was conducted in two phases. Phase I used a questionnaire to collect data on the use and development of multimedia. Forty-six teachers participated in this portion of the study. Phase II used an interview process to identify the factors that motivated teachers to use multimedia in the classroom. Five respondents from among the 21 respondents reporting the highest usage of multimedia resources were interviewed. Some of the findings of the Phase I questionnaire indicated that 64% of the respondents reported using some type of edutainment software, while 47% of the respondents reported using the Internet. Respondents also reported using commercially produced multimedia resources or resources created by groups or other individuals far more then self-created multimedia resources. An analysis of the Phase II interview transcripts indicated that teachers were motivated to use and develop multimedia when they believed it was a potentially powerful tool, when they perceived it as relevant to the educational setting, and when they valued the use of multimedia resources. Beliefs, relevance, relatedness, and personal value were identified as important factors that motivated these teachers to integrate technology and multimedia within the educational setting. vi TABLE OF CONTENTS CHAPTER PAGE I. INTRODUCTION TO THE STUDY............................................................................ 1 Introduction.................................................................................................................. 1 Problem........................................................................................................................ 5 Purpose ........................................................................................................................ 5 Design of Study ........................................................................................................... 7 Need for Study............................................................................................................. 7 Assumptions ................................................................................................................ 8 Limitations................................................................................................................... 9 Delimitations.............................................................................................................. 10 Definition of Terms ................................................................................................... 10 Organization of the Study.......................................................................................... 13 II. REVIEW OF LITERATURE...................................................................................... 15 Motivation.................................................................................................................. 15 Multimedia Defined................................................................................................... 23 CD-ROM ............................................................................................................ 25 Internet................................................................................................................ 27 Videodisc............................................................................................................ 30 Multimedia in P-12 Settings .....................................................................................
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