Nicole Kendall Livres

The book explores the critical role of teachers' technological skills and attitudes towards Internet usage in effectively integrating technology into the curriculum. It emphasizes that without the right mindset and abilities, educators cannot provide diverse resources to meet students' learning needs, potentially hindering their academic success. Five hypotheses are presented to assess differences in Internet utilization as a curriculum tool. Targeted at instructional technology professionals, it offers insights for elementary and middle school educators, especially in rural districts aiming for technology-enhanced improvement.

Teachers’ technology background (skills) and their acceptability (attitudes) towards Internet usage within the schools are an important and often overlooked component of successful curriculum integration of technology. If teachers do not have the appropriate attitude and skills with integrating technological resource tools to support their curriculum, they will not be adequately equipped with diverse supplementary curricula to address the learning needs of students. This places students at risk for not being able to achieve their maximum potential because they have not been given instructions to match their learning styles. Five hypotheses were developed to determine any significant differences in how teachers utilize the Internet as a curriculum resource tool. The book is addressed to professionals in instructional technology like teachers, administrators, and curriculum coordinators in elementary and middle grade levels. It is also directed to rural and sub-rural school districts seeking to implement technology goals in their school improvement plans.