| The purpose of this dissertation study was to gain an understanding of the impact of post course follow-up e-mail on teachers' level of technology adoption and use of the Internet for professional inquiry. Subjects were teachers in the Capital District area of New York State who self-selected to participate in a BOCES Model Schools technology course, during the summer of 2001, that included a web or Internet component. The research questions include the impact of the experimental treatment on level of technology adoption, teachers weekly use of the Internet at home and at school, differences in the pre-post adoption of the two study groups, and whether age, gender, or years of teaching experience is related to teachers level of technology adoption.;The methodology for this study was entirely web-based. All data collection and communication with subjects was conducted via the Internet. The primary instruments for data collection instruments were the Teachers and Technology: A SnapShot Survey (Morris and Sollaway, 1997) that includes the Stages of Technology Adoption (Christensen, 1997). The research also used a post experimental online questionnaire to collect data regarding the follow-up e-mail treatment. The experimental design tested a treatment that consisted of twelve e-mail that included educational websites, online articles, listerv opportunities, and information that supported the use of the Internet for professional inquiry.;The results indicated that the experimental e-mail follow-up was successful in producing a statistically significant increase in the experimental subjects' level of technology adoption. The results support the concept of sustained e-mail support following technology training as a means of increasing teachers' level of technology adoption. Suggestions for further study and implications for future practice are addressed in the dissertation. |
