A Case for Adapting and Applying Continuance Theory to Education: Understanding the Role of Student Feedback in Motivating Teachers to Persist with Including Digital Technologies in Learning

Autor/in	Wright, Noeline
Titel	A Case for Adapting and Applying Continuance Theory to Education: Understanding the Role of Student Feedback in Motivating Teachers to Persist with Including Digital Technologies in Learning
Quelle	In: Teachers and Teaching: Theory and Practice, 21 (2015) 4, S.459-471 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2014.969105
Schlagwörter	Foreign Countries; Teacher Education; Graduate Students; Preservice Teacher Education; Preservice Teachers; Experienced Teachers; Electronic Learning; Technology Integration; Teaching Methods; Behavior Theories; Educational Theories; Teacher Motivation; Student Motivation; Feedback (Response); Qualitative Research; Secondary School Teachers; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehramtsstudiengang; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Schulische Motivation; Qualitative Forschung; Neuseeland
Abstract	In New Zealand schools, the adoption and persistent use of digital tools to aid learning is a growing but uneven, trend, often linked to the practices of early adopters and/or robust wifi infrastructure. The Technology Adoption Model is used internationally to gauge levels of uptake of technological tools, particularly in commerce and also in education. However, this model is inadequate when it is used to attribute reasons for teachers adopting technologies for learning. This article offers an alternative view to understanding why teachers continue using digital technologies for learning. It focuses on the role of student voice and teachers' pedagogical purposes as motivators, even when teachers have technological hurdles to overcome. The article engages with continuance theory as a lens for understanding these motivations via a qualitative thematic analysis of Moodle postings made by a 2012 cohort of initial teacher education students. The intention is to signpost ideas that might better explain teachers' continued use of digital technologies in classrooms even if conditions for use are not optimal. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01