Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption

Burke, PF; Schuck, S; Aubusson, P; Kearney, M; Frischknecht, B

Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption

Burke, PF

Schuck, S

Aubusson, P

Kearney, M

Frischknecht, B

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Publication Type:: Journal Article
Citation:: Technology, Pedagogy and Education, 2018, 27 (2), pp. 149 - 163
Issue Date:: 2018-03-15

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Field	Value	Language
dc.contributor.author	Burke, PF https://orcid.org/0000-0003-0978-0237	en_US
dc.contributor.author	Schuck, S https://orcid.org/0000-0001-7482-0480	en_US
dc.contributor.author	Aubusson, P https://orcid.org/0000-0002-6319-0695	en_US
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418	en_US
dc.contributor.author	Frischknecht, B https://orcid.org/0000-0003-3365-2315	en_US
dc.date.available	2020-05-25T19:08:46Z
dc.date.issued	2018-03-15	en_US
dc.identifier.citation	Technology, Pedagogy and Education, 2018, 27 (2), pp. 149 - 163	en_US
dc.identifier.issn	1475-939X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/128437
dc.description.abstract	© 2017 Association for Information Technology in Teacher Education. This research examines how the pedagogical orientations of teachers affect technology adoption in the classroom. At the same time, the authors account for the stage of concern that teachers are experiencing regarding the use of the technology, their access to the technology and the level of schooling at which they teach.The authors’ investigation of these factors occurs in the context of a contemporary technology, the interactive whiteboard (IWB), in Australian schools. A structural equation model was estimated using a reflective measure of technology usage with antecedents in the form of pedagogical-oriented beliefs and best–worst scaling derived scores for a teacher’s stage of concern regarding IWBs. Teachers with constructivist-oriented pedagogical beliefs were significantly more likely to use IWBs than transmission-oriented teachers. However, the strongest determinant of usage was whether the technology is immediately accessible or not.	en_US
dc.relation	http://purl.org/au-research/grants/arc/DE130101463
dc.relation.ispartof	Technology, Pedagogy and Education	en_US
dc.relation.isbasedon	10.1080/1475939X.2017.1387602	en_US
dc.subject.classification	Education	en_US
dc.title	Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	27	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Marketing Discipline
pubs.organisational-group	/University of Technology Sydney/Strength - ACRI - Australia China Relations Institute
pubs.organisational-group	/University of Technology Sydney/Strength - BIDA - Business Intelligence and Data Analytics
pubs.organisational-group	/University of Technology Sydney/Strength - CENSOC - Study of Choice
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	27	en_US

Abstract:

© 2017 Association for Information Technology in Teacher Education. This research examines how the pedagogical orientations of teachers affect technology adoption in the classroom. At the same time, the authors account for the stage of concern that teachers are experiencing regarding the use of the technology, their access to the technology and the level of schooling at which they teach.The authors’ investigation of these factors occurs in the context of a contemporary technology, the interactive whiteboard (IWB), in Australian schools. A structural equation model was estimated using a reflective measure of technology usage with antecedents in the form of pedagogical-oriented beliefs and best–worst scaling derived scores for a teacher’s stage of concern regarding IWBs. Teachers with constructivist-oriented pedagogical beliefs were significantly more likely to use IWBs than transmission-oriented teachers. However, the strongest determinant of usage was whether the technology is immediately accessible or not.

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http://hdl.handle.net/10453/128437