A Two-Dimensional Framework for Evaluating Teachers' Technology Adoption

Autor/inn/en	Saldivar, Manuel Gerardo; Maull, Keith E.; Kirshner, Benjamin R.; Sumner, Tamara R.
Titel	A Two-Dimensional Framework for Evaluating Teachers' Technology Adoption
Quelle	(2012), (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Technology Integration; Educational Technology; Technology Uses in Education; Earth Science; Science Teachers; Planning; Curriculum Development; Teaching Methods; Colorado (Denver) + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Earth sciences; Geowissenschaften; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ablaufplanung; Planungsprozess; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	When describing teachers' adoption of new technology, existing conceptual models tend to focus on a single dimension, either quantitative, such as the frequency or amount of technology use, or qualitative, such as the way in which a given technology influences teachers' instructional practices. Such one-dimensional approaches can fail to adequately describe similarities and differences in technology adoption between teachers. In this chapter, we describe a conceptual framework for teacher technology adoption that incorporates two dimensions: a "quantitative description" of technology adoption and a "qualitative description" of technology adoption. Then, apply this framework to data from a year-long mixed-methods study of Earth science teachers in the Denver Public Schools district who adopted a new Web-based instructional planning system called the Curriculum Customization Service. Our findings suggest that this two-dimensional framework offers useful insights for those seeking to evaluate not only "how much" or "how frequently" teachers adopt a new technology but also how a new technology relates to teachers' instructional practices. [For the complete volume, "Educational Media and Technology Yearbook, Volume 36, 2011," see ED597737.] (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: abstracting-indexing@springer.com; Web site: http://www.springer.com/series/8617
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01