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Dissertation Information for Joi Moore

NAME:
- Joi Moore
- (Alias) Joi La Velle Moore

DEGREE:
- Ph.D.

DISCIPLINE:
- Curricula and Teaching

SCHOOL:
- University of Georgia (USA) (1998)

ADVISORS:
- Michael A. Orey

COMMITTEE MEMBERS:
- Julie I. Tallman
- Robert A. Branch
- Jay Aronson
- Kent Gustafson
- Tom Reeves

MPACT Status: Incomplete - Inspected

Title: The implementation of an electronic performance support system for teachers: An examination of usage, performance, and attitudes

Abstract: "Teachers perform many tasks in an instructional environment, such as assessment, planning, student record keeping, and reporting student progress to parents, students, and administrators. Occasionally, teachers turn to an electronic support tool for assistance in managing these daily tasks. An electronic performance support system (EPSS) is an example of how computer technology can be a valuable tool for teachers. The purpose of this study was to investigate how the usage of an EPSS can impact the teacher's work performance, and attitudes toward computer technology. Furthermore, this study provides a framework for the implementation of an EPPS in an educational setting, specifically at a middle school.

The study consisted of four cases describing the experiences of middle school teachers who used an EPSS. The data sources included observations, questionnaires, anecdotal logs, EPSS database records, and interviews. The data was analyzed using collective case study techniques.

Teachers used the EPSS primarily for completing student progress reports. The progress reporting task was performed in less time. Furthermore, the teachers' attitudes toward using the EPSS were influenced by their performances.

Computer usage, performance, and attitudes were interconnected and were affected by environmental factors, such as work responsibilities and accessibility to computers. The characteristics of the technology innovation, change agent, technology support personnel, and the innovation user were additional factors that affected usage, performance, and attitudes. Of interest was the teachers' need for intervention strategies to encourage and sustain use. Attitudes toward the EPSS and technology in general were affected by the interactions with the person responsible for technology support and by the ability to customize the computer program employing a user-centered design.

This study generated three models that might be applied to the implementation process for EPSS in school settings. The first model presents technology implementation as an adaptive process involving four phases: collaborative planning, intervention, usage, and diffusion. The second model describes the elements that affect usage, performance, and attitudes toward computer technology. The third model refers to the implementation responsibilities and defines the roles of the innovation user, change agent, and technology support during the implementation process."

MPACT Scores for Joi Moore

A = 3
C = 2
A+C = 5
T = 3
G = 1
W = 3
TD = 3
TA = 0
calculated 2010-09-09 15:49:30

Advisors and Advisees Graph

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Students under Joi Moore

ADVISEES:
- Jane L. Howland - University of Missouri (2000)
- Ricard E. Downing - University of Missouri (2003)
- David L. York - University of Missouri (2003)

COMMITTEESHIPS:
- Arthur Schneiderheinze - University of Missouri (2003)
- Christine L. Mayer - University of Missouri (2004)