Examining teachers' decisions to adopt new technology

William A. Sugar · Frank E. Crawley · Bethann Fine

241 citations0/0 files storedEducational Technology & Society

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Education and Technology Integration Teacher Education and Leadership Studies Technology Adoption and User Behaviour

Abstract

This study examined teachers' beliefs about technology adoption as a reasoned, deliberate, intentional decision-making process, as reflected in Ajzen's (1985) Theory of Planned Behavior. Qualitative and quantitative data were collected from teachers in four schools located in the southeastern region of the United States. Overall results indicated that technology adoption decisions were influenced by teachers' individual attitudes towards technology adoption, which were formed from specific underlying personal beliefs about the consequences of adoption. External support from key persons and contextual resources (e.g., funding) were insignificant factors affecting teachers' technology adoption decisions. From these results, we recommend that school administrators work closely with teachers to address their beliefs and concerns about technology adoption and provide an influential level of personal support and resources. We also offer recommendations for educational software designers for developing future technology resources for teachers.

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References

1975Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research 1980Qualitative research and evaluation methods 1980Understanding Attitudes and Predicting Social Behavior 1985From Intentions to Actions: A Theory of Planned Behavior 2002Perceived Behavioral Control, Self‐Efficacy, Locus of Control, and the Theory of Planned Behavior 1 2002Tracing Teachers’ Use of Technology in a Laptop Computer School: The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture 2001Teachers’ instructional perspectives and use of educational software 1999The Development of Professional Developers: Learning to Assist Teachers in New Settings in New Ways

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