Teacher Technology Use and Student Evaluations: The Moderating Role of Content Area

Abstract

Recently, concerted efforts have been made to encourage teachers to utilize technology within the classroom. Just as other modes of presentation style have implications for students' perceptions of their classroom experiences, so, too, might teachers' use of technology. The current study investigated this possibility, as well as whether the strength of this association between teachers' use of technology and students' perceptions is moderated by context. Using data from 101 high school students from the United States, it was found that teachers within the disciplines of math and science who use more technology are perceived as more competent. In other disciplines, there is not a significant association between technology use and teacher evaluations. Implications with respect to the anticipated future increases in technology use and possible consequences for student motivation and learning are discussed.