Exploring Teacher Pedagogy, Stages of Concern and Accessibility as Determinants of Technology Adoption

Autor/inn/en	Burke, Paul F.; Schuck, Sandy; Aubusson, Peter; Kearney, Matthew; Frischknecht, Bart
Titel	Exploring Teacher Pedagogy, Stages of Concern and Accessibility as Determinants of Technology Adoption
Quelle	In: Technology, Pedagogy and Education, 27 (2018) 2, S.149-163 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burke, Paul F.) ORCID (Schuck, Sandy) ORCID (Aubusson, Peter) ORCID (Kearney, Matthew) ORCID (Frischknecht, Bart)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2017.1387602
Schlagwörter	Technology Uses in Education; Adoption (Ideas); Classroom Environment; Access to Computers; Access to Information; Structural Equation Models; Beliefs; Focus Groups; Teacher Surveys; Elementary Secondary Education; Educational Practices; Educational Technology; Teaching Methods; Foreign Countries; Bulletin Boards; Elementary School Teachers; Secondary School Teachers; Australia + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ideas; Ideenfindung; Klassenklima; Unterrichtsklima; Belief; Glaube; Bildungspraxis; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Wandzeitung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	This research examines how the pedagogical orientations of teachers affect technology adoption in the classroom. At the same time, the authors account for the stage of concern that teachers are experiencing regarding the use of the technology, their access to the technology and the level of schooling at which they teach.The authors' investigation of these factors occurs in the context of a contemporary technology, the interactive whiteboard (IWB), in Australian schools. A structural equation model was estimated using a reflective measure of technology usage with antecedents in the form of pedagogical-oriented beliefs and best-worst scaling derived scores for a teacher's stage of concern regarding IWBs. Teachers with constructivist-oriented pedagogical beliefs were significantly more likely to use IWBs than transmission-oriented teachers. However, the strongest determinant of usage was whether the technology is immediately accessible or not. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01