Implementing Computer Technologies: Teachers' Perceptions and Practices

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Wozney, L., Venkatesh, V. & Abrami, P. (2006). Implementing Computer Technologies: Teachers' Perceptions and Practices. Journal of Technology and Teacher Education, 14(1), 173-207. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/5437.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 14, Issue 1, January 2006
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

Lori Wozney, Centre for the Study of Learning and Performance, Concordia University, Canada; Vivek Venkatesh, Concordia University, Canada; Philip Abrami, Centre for the Study of Learning and Performance, Concordia University, Canada

Abstract

This study investigates personal and setting characteristics, teacher attitudes, and current computer technology practices among 764 elementary and secondary teachers from both private and public school sectors in Quebec. Using expectancy- value theory, the Technology Implementation Questionnaire (TIQ) was developed; it consists of 33 belief items grouped under three broad motivational categories: perceived expectancy of success, perceived value of technology use, and perceived cost of technology use. In addition, teacher demographics, teachers' current uses of technology, and availability of resources were also surveyed. The study found that: (a) expectancy of success and perceived value were the most important issues in differentiating levels of computer use among teachers; (b) personal use of computers outside of teaching activities was the most significant predictor of teacher use of technology in the classroom; and (c) teachers' use of computer technologies was predominantly for "informative" (e.g., World Wide Web and CD-ROM) and "expressive" (e.g., word processing) purposes. Results are interpreted in light of the extent to which the expectancy-value model can explain the variation in teacher beliefs related to computer technology use. As a heuristic, the core of our model of technology use reduces to a simple teacher motivation "equation": (.39 ' Expectancy) + (.15 ' Value) - (.14 ' Cost) = Technology Use.

Keywords

• Teachers
• Computers

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