Teacher Technology Concerns and Instructional Practices
Glenda Rakes, The University of Tennessee at Martin, United States ; Karee Dunn, The University of Arkansas, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Classroom technology use has the potential to influence both instructional practices and student learning, but only if that technology is used and used effectively. It is important to explore affective factors such as teacher concerns that promote or discourage technology use. Results indicate that more highly developed levels of teacher concerns toward technology use predicted use of constructivist teaching strategies. Unfortunately, these results underscore the reality that very little has changed in regard to teacher concerns over the last decade.
Rakes, G. & Dunn, K. (2011). Teacher Technology Concerns and Instructional Practices. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1941-1945). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).