Abstract

Kindergarten to grade nine teachers (n=61) in a large urban school district in Alberta were surveyed on their teaching styles and variety and frequency of technology use. Teacher responses to a Teaching Styles Inventory were used to assign teaching styles and were compared to responses from a Technology Inventory that measured the approximate frequency and variety of technology use of each teacher. Using bivariate analysis, significant positive Pearson’s correlation coefficients were found between the Facilitator and Delegator teaching styles (p < .01), Technology use was negatively associated with the Expert teaching style (p < .10) and Formal Authority teaching style (p < .05). No significant correlation was found between the Personal Model teaching style and technology use. Technology use may be influenced by a teacher’s teaching style in that teachers with a more traditional or teacher-directed style may use technology less frequently while teachers with a more student-directed approach may choose technology as an instructional tool with more frequency and variety.