You are here:

Teacher Adoption of Technology: A Perceptual Control Theory Perspective
Article

, Michigan State University, United States ; , University of Illinois at Urbana-Champaign, United States

Journal of Technology and Teacher Education Volume 9, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

There is an ironic and costly contradiction in the attempt to integrate technology into education. While evidence of the educational benefits of technology abounds and investment in hardware and software has dramatically increased, rela-tively few teachers use technology regularly in their teaching and the impact of computers on existing curricula is still very limited. What lies behind this contradiction? Why don't teachers make wider use of instructional technologies? In this article we introduce a novel model of goal-oriented behavior, Perceptual Control Theory (PCT), as a framework for understanding teacher adoption of technology. Unlike other approaches that examine this issue by studying the ex-ternal environment, this new framework attempts to under-stand teacher adoption of technology from the inside. It con-siders teachers' use of technology by examining the goals of teachers and how the use of technology might help or hinder their goals. While it is too early to provide systematic find-ings to show the usefulness of this application of PCT, we have used it here to interpret and synthesize the findings of a number of studies on teachers and technology. We also make suggestions derived from this model for the infusion of tech-nology into schools. To summarize the major themes, in order to understand why and why not teachers use technology, we must look at teach-ers as goal-oriented, purposeful organisms. PCT provides a comprehensive model for understanding technology infu-sion. From a PCT perspective three conditions are necessary for teachers to use technology: 1. The teacher must believe that technology can more effec-tively meet a higher-level goal than what has been used. 2. The teacher must believe that using technology will not cause disturbances to other higher-level goals that the he or she thinks are more important than the one being maintained. 3. The teacher must believe that he or she has or will have sufficient ability and resources to use technology.

Citation

Zhao, Y. & Cziko, G.A. (2001). Teacher Adoption of Technology: A Perceptual Control Theory Perspective. Journal of Technology and Teacher Education, 9(1), 5-30. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved April 21, 2019 from .

Keywords

View References & Citations Map

References

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. Teachers’ Engagement with New Literacies as Support for Implementing Technology in the English/Language Arts Classroom

    Melody Zoch, University of North Carolina at Greensboro, United States; Joy Myers, James Madison University, United States; Joy Myers, University of North Carolina at Greensboro, United States

    Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 25–52

  2. Have Pre-Service Teachers’ Technology Skills Changed in the Last 14 years?

    Ian Loverro, Central Washington University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 843–848

  3. Educational technology training workshops for mathematics teachers: An exploration of perception changes

    Wilfred Lau & Allan Yuen, The University of Hong Kong

    Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)

  4. How Teachers use Technology to Meet English Language Arts Common Core State Standards

    Brandi Burton, Mississippi State University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2739–2744

  5. The theory of planned behavior (TPB) and pre-service teachers’ technology acceptance: A validation study using structural equation modeling

    Timothy Teo, University of Auckland, New Zealand; Lynde Tan, Nanyang Technological University, Singapore

    Journal of Technology and Teacher Education Vol. 20, No. 1 (January 2012) pp. 89–104

  6. Factors influencing pedagogical activities with ICT in Initial Teacher Training in Mathematics in Chile

    Mario Brun, Institure of ICT in Education, University of La Frontera, Chile

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2724–2730

  7. Factors influencing ICT integration according to the teacher’s level of pedagogical integration

    Carole Raby & Helene Meunier, University of Quebec in Montreal, Canada

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2667–2673

  8. ICT implementation in Alternative Teacher Diploma Program as a Boost to New Educators' Teaching Skills and Confidence

    Tami Seifert, Ilana Ronen & Miri Shonfeld, Kibbutzim College of Education, Israel

    EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 243–247

  9. Visions, Strategies, and Developmental Processes of Expert Technology-Using Teachers

    Anne Leftwich, Indiana University, United States; Krista Glazewski, New Mexico State University, United States; Timothy Newby & Peggy Ertmer, Purdue University, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3832–3839

  10. Digital Storytelling: Bridging Traditional and Digital Literacies

    Ledong Li, Oakland University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 6201–6206

  11. Learning from Experience:Teachers’ views on factors enhancing or inhibiting effective use of information technology in rich-technology classroom

    Tamar Levin, Tel Aviv University, Israel; Rivka Wadmany, Teachers College of Technology, Israel

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1701–1708

  12. Teachers' Adoption of Technology in Classrooms: Does School Size Matter?

    Hsin-Kai Wu, Ying-Shao Hsu & Fu-Kwun Hwang, National Taiwan Normal University, Taiwan

    EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 2740–2747

  13. K-12 Teachers’ Pedagogical Reasoning in Planning Instruction with Technology Integration

    Yu Feng & Khe Hew, Indiana University, United States

    Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3173–3180

  14. The laptops are here! Now what do the teachers do? : Challenges posed by laptop computers’ incorporation in a middle school in Michigan

    Jeongmin Noh, Michigan State University, United States

    Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1518–1523

  15. Technology Training: Simple Tools That Work

    Ronald Ellis, Graceland University, United States

    Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1759–1760

  16. Integral Factors Influencing Teaching with Technology

    Susan Gilson, King Philip School District, United States; Michael Young, University of Connecticut, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2184–2188

  17. Electronic Portfolio Assessment of Graduate Students

    Annis Shaver & Mary Avalos, University of Miami, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 243–248

  18. Infusing Technology in the Classroom: Positive Intervention Makes the Real Difference in Student Learning

    George Semich & Linda Runyon, Robert Morris University, United States

    Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 1433–1437

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.