Design of an Instrument Measuring P-12 Teachers' Cognitive Load and Intent to Adopt Technology

Autor/inn/en	Dalinger, Tara; Asino, Tutaleni I.
Titel	Design of an Instrument Measuring P-12 Teachers' Cognitive Load and Intent to Adopt Technology
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 65 (2021) 3, S.288-302 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dalinger, Tara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-020-00574-5
Schlagwörter	Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Measures (Individuals); Cognitive Processes; Difficulty Level; Intention; Technology Uses in Education; Technology Education; Faculty Development; Factor Analysis; Test Reliability + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Messdaten; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisch-naturwissenschaftlicher Unterricht; Faktorenanalyse; Testreliabilität
Abstract	For P-12 teachers to effectively learn a technology, they must manage the cognitive load inherent to this learning task. However, technology adoption research has not investigated effects of cognitive load on teachers' experiences with learning technology or their technology adoption decisions. Hence, an instrument measuring cognitive load experienced when P-12 teachers learn about technology during professional development and their intent to adopt the technology may not be available. The purpose of this study was to design a self-report survey instrument measuring P-12 teachers' cognitive load during technology professional development and their intent to adopt technology. Diffusion of innovations and cognitive load theory formed the theoretical foundation of the instrument's design. Using data collected from P-12 teachers participating in technology professional development, the researcher conducted exploratory factor analysis to explore the factor model most representative of the data and to determine the instrument's internal consistency and variance explained. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01