An Analysis of Teacher Concerns toward Instructional Technology
ARTICLE
Glenda C. Rakes, Holly B. Casey
International Journal of Educational Technology Volume 3, Number 1, ISSN 1327-7308
Abstract
Discussion of difficulties that teachers have in effectively using technology focuses on a study of prekindergarten through secondary school teachers that analyzed their concerns toward the use of instructional technology using the Stages of Concern Questionnaire. Results indicated that personal concerns and personal consequences were the most prevalent. (Author/LRW)
Citation
Rakes, G.C. & Casey, H.B. (2002). An Analysis of Teacher Concerns toward Instructional Technology. International Journal of Educational Technology, 3(1),. Retrieved December 10, 2019 from https://www.learntechlib.org/p/95355/.
This record was imported from
ERIC on April 18, 2013. [Original Record]
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
Learner-centeredness and teacher efficacy: Predicting teachers’ consequence concerns regarding ?the use of technology in the classroom ?
Karee Dunn, University of Arkansas, United States; Glenda Rakes, University of Tennessee at Martin, United States
Journal of Technology and Teacher Education Vol. 18, No. 1 (January 2010) pp. 57–83
-
Opus in the Classroom: Striking CoRDS with Content-Related Digital Storytelling
Teshia Roby, California State Polytechnic University Pomona, United States
Contemporary Issues in Technology and Teacher Education Vol. 10, No. 1 (March 2010) pp. 133–144
-
Exploring the relationship between learning styles and technological collaborations
David Falvo, University of Northern Colorado, United States; Raymond Pastore, Bloomsburg University of Pennsylvania, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3167–3172
-
A Synthesis of the Concerns-Based Adoption Model (CBAM) and Technology
Scott Slough, University of Houston-Downtown, United States; Gregory Chamblee, Georgia Southern University, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1033–1038
-
Theatre Faculty’s Usage of Electronic File Submission
Sara Marcus, TUI, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 826–831
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.
