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First Things First: Addressing Teacher Concerns Toward Technology
PROCEEDINGS

, , The University of Louisiana at Monroe, United States

Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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.

Citation

Rakes, G.C. & Casey, H.B. (2001). First Things First: Addressing Teacher Concerns Toward Technology. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 1722-1727). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved March 23, 2019 from .

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Cited By

  1. Make It Easy to Use and They Will Use It: Increasing District-Wide Communication Using a Web-Based Content Management System

    Joyce Dibble, California State University, Sacramento, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 2933–2937

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