Technology Access and Use in North Dakota Family and Consumer Sciences Classrooms

Abstract

The purpose of this study was to examine what technology is available in the North Dakota family and consumer sciences (FCS) classroom, how technology is being used, and whether select demographic characteristics of family and consumer sciences teachers have an effect on the access to technology. An online survey tool was used to gather data. Over half (52%) of the approximately 180 FCS teachers in North Dakota completed the survey, with a total of 93 respondents. Descriptive statistics were calculated for the demographic questions (age, years teaching FCS, years teaching, grade level, and school size) and how technology was being used. Descriptive statistics were calculated along with multiple regression analysis on the questions dealing with technology access.