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First Things First: Addressing Teacher Concerns Toward Technology
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, , 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 June 17, 2019 from .

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