Using technology in the classroom: A conceptual model of innovation use in education.

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Piper, D., Korns, M. & Wigfield, M. (2006). Using technology in the classroom: A conceptual model of innovation use in education. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 2126-2133). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22381.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

David Piper, Indiana University of Pennsylvania, United States; Michael Korns, Indana University of Pennsylvania, United States; Megan Wigfield, Indiana University of Pennsylvania, United States

Abstract

This study represents culminating research dealing with variables influencing teachers' decisions to use technology in instruction. By examining variables influencing teachers' decisions to utilize technology, a concept has been developed to explain variables of significance that can predict whether a teacher will use technology in their teaching, and if so, to what degree. This study used stepwise regression models to define how different variables influence the change process by examining first and second order change involving the use of innovations in the classroom. Variables of experience, self-efficacy and age were found to be significant in predicting computer use in first order innovation use such as clerical applications of computers. In second order changes, such as using web developed resources and other higher order academic applications of the computer, the variables of experience, sex and transformational leadership were found to be significant in predicting the use of technology in the classroom.

Keywords

• Change
• Teachers
• Computers

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