Technology use and acceptance in the classroom Results from an exploratory survey study among secondary education teachers in the USA

Technology use and acceptance in the classroom Results from an exploratory survey study among... Purpose – The purpose of this study is to explore the current usage and acceptance of classroom technologies by secondary math/science education teachers in one community. Design/methodology/approach – Forty‐seven secondary education math and science teachers in one American city responded to a survey about their use and perceptions of technology in their lives and classrooms. Findings – Results indicate teachers use technology more for personal instructional reasons, such as class preparation, than for interactions with their students whether inside the classroom or outside the classroom. Primary factors inhibiting the use of technology relate to time, training, and preparation. Teachers can see the benefit of using technology to promote students’ learning experience. However, teachers are neutral about technology being advantageous for improving in‐class activities. Originality/value – A significant connection between teachers’ technology acceptance and usage is presented. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Interactive Technology and Smart Education Emerald Publishing

Technology use and acceptance in the classroom Results from an exploratory survey study among secondary education teachers in the USA

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Publisher
Emerald Publishing
Copyright
Copyright © 2008 Emerald Group Publishing Limited. All rights reserved.
ISSN
1741-5659
D.O.I.
10.1108/17415650810880772
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this study is to explore the current usage and acceptance of classroom technologies by secondary math/science education teachers in one community. Design/methodology/approach – Forty‐seven secondary education math and science teachers in one American city responded to a survey about their use and perceptions of technology in their lives and classrooms. Findings – Results indicate teachers use technology more for personal instructional reasons, such as class preparation, than for interactions with their students whether inside the classroom or outside the classroom. Primary factors inhibiting the use of technology relate to time, training, and preparation. Teachers can see the benefit of using technology to promote students’ learning experience. However, teachers are neutral about technology being advantageous for improving in‐class activities. Originality/value – A significant connection between teachers’ technology acceptance and usage is presented.

Journal

Interactive Technology and Smart EducationEmerald Publishing

Published: May 16, 2008

Keywords: Teachers; Teaching; Classrooms; Communication technologies; Secondary education; United States of America

References

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    Ertmer, P.
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    Monaghan, J.
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    Nielsen, J.
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    Preece, J.
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    Rosen, L.; Weil, M.
  • Evaluation of content activities in children's educational software
    Shiratuddin, N.; Landoni, M.
  • Extending task technology fit with computer self‐efficacy
    Strong, D.M.; DiShaw, M.

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