Teachers’ initial and sustained use of an instructional assistive technology tool: Exploring the mitigating factors
Emily C. Bouck, Purdue University, United States
Journal of Educational Multimedia and Hypermedia Volume 20, Number 3, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This qualitative research project explored factors that mitigated teachers implementing an instructional assistive technology and factors that mitigated its sustained use. Specifically, it explored these issues in relation to a social studies based instructional assistive technology (Virtual History Museum [VHM]), which was originally implemented by teachers as part of a research project. Teachers in the interview-based qualitative study suggested four main factors impacted their use and sustained use of the instructional assistive technology: the benefits provided, the issue of time, the support teachers received, and the use of technology. Specifically, teachers noted the tool benefited students, but they were overwhelmed by the time constraints, the challenge of working with technology, and the need of support to sustain its use. The factors in this study support previous research as factors impeding use of technology in general and special education.
Bouck, E.C. (2011). Teachers’ initial and sustained use of an instructional assistive technology tool: Exploring the mitigating factors. Journal of Educational Multimedia and Hypermedia, 20(3), 247-266. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)