First Things First: Addressing Teacher Concerns Toward Technology

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Rakes, G.C. & Casey, H.B. (2001). First Things First: Addressing Teacher Concerns Toward Technology. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 1722-1727). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/17035.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2001
Norfolk, VA
2001
ISBN 1-880094-41-X
  Jerry Price, Dee Anna Willis, Niki Davis & Jerry Willis
AACE

More Information on SITE
Table of Contents

Authors

Glenda C. Rakes, Holly B. Casey, The University of Louisiana at Monroe, United States

Abstract

Many teachers, especially more experienced teachers, have been unable to find effective ways to use technology in their classrooms. One possible explanation for this lack of success is that the use of technology in the classroom has been viewed in terms of simple skill acquisition instead of as a change process that affects the behavior of individuals on a very profound level. This study analyzed the concerns of PK-12 teachers (n=659) toward the use of instructional technology using the Stages of Concern Questionnaire. Results indicate that the highest two stages of concern for the respondents reflect intense, personal, lower level concerns along with a desire to learn from what other teachers know and are doing. The lowest stage of concern for the aggregate data indicates that the respondents have minimal to no concerns about the relationship of students to the use technology.

Keywords

• Teachers

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• Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors About Innovative Technology
• Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability
• Technologically-Based Mentoring Provided to Teachers: A Synthesis of the Literature
• Barriers in Using Technology
• A computer technology integration initiative: factors that contribute to use and non-use by the elementary classroom teacher
• Measuring Knowledge of Technology Usage and Stages of Concern About Computing: A Study of Middle School Teachers
• Studying Classroom Practice: Case Development for Professional Learning in Technology Integration
• The Effects of Ubiquitous Computing on Student Learning: A Systematic Review
• Using the Concerns-Based Adoption Model to Assess Changes in Technology Implementation

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