To view the full text of this article...

Subscribe for faster access!

Subscribe for only $19/month (or $150/year) and receive immediate access to 20,000+ documents/media files.

Purchase individual articles and papers

Purchase fulltext access to individual articles and papers for $9.95 USD each. You can purchase as a guest or save your information for faster access later.

The Teachers’ Stages in the Innovation Decision Process and Their Satisfaction and Importance Level About Provided Support in the ICT Adoption Process

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Usluel, Y., Dogan, H.T., Atasayar, A., Kasalak, I. & Misirli, O. (2007). The Teachers’ Stages in the Innovation Decision Process and Their Satisfaction and Importance Level About Provided Support in the ICT Adoption Process. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 1709-1714). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24817.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
ISBN 1-880094-51-4
  Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Yasemin Usluel, Hayriye Tugba Dogan, Ayse Atasayar, Ibrahim Kasalak, Ozkan Misirli, Hacettepe University, Turkey

Abstract

In this study, the teachers' ICT usage related to teaching tasks and activities were investigated based on Roger's theory of "diffusion of innovation". The teachers' current stages in the innovation decision process were questioned with their satisfaction and importance level about ICT facilities. The data was collected through questionnaire which is developed by researchers. Seventy one teachers participated in this study. Results showed that most of the teachers are in the persuasion stage only about making presentations with ICT during lecture; aside from this, they reached the implementation stage in all tasks. It was also found that ICT facilities and opportunities provided to teachers are highly important for them while their satisfaction level is low.

Also Read

• Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
• Strategies for teacher professional development on TPACK, Part 2
• Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
• The Expanded Will, Skill, Tool Model : A Step toward Developing Technology Tools That Work
• Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction
• Mathematics Teacher TPACK Standards and Development Model
• Understanding Online Learning Through a Qualitative Description of Profesors and Students' Experiences
• Key Design Factors in Durable Instructional Technology Professional Development
• Integrating Technology to Foster Inquiry in an Elementary Science Methods Course: A Case Study of One Teacher Educator’s Initiatives in a PT3 Project
• From Teaching Technology to Using Technology to Enhance Student Learning: Preservice Teachers’ Changing Perceptions of Technology Infusion

Tags