You are here:

Attitudes towards IT and use of LMS in Teacher Education: A Swedish case study

, Chalmers university of technology, Sweden ; , University of Gothenburg, Sweden ; , University West, Sweden

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


In this paper we explore the relation between attitude and use of a university-wide Learning Management System (LMS) among faculty members engaged in teacher education at a large Swedish University. We compare the findings with a control group of educators from the same university, not involved in teacher education. The results reveal that all teachers fail to provide evidence for a correlation between attitude and use, which contest established assumptions in, for instance, the technology acceptance model (TAM). Still we can detect significant differences between teacher educators and other faculty members: Teacher educators are more positive to the potential for IT in general (p<0.1), and in particular more positive to (i) how IT develop their pedagogy, and (ii) that time spent on communicating with students through IT is time well spent. Furthermore, teacher educators use the LMS significantly more frequently, and with a wider scope of used functionality compared to other faculty.


Ekman, K., Lundin, J. & Svensson, L. (2015). Attitudes towards IT and use of LMS in Teacher Education: A Swedish case study. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 900-906). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2018 from .


View References & Citations Map


  1. Bhattacherjee, A., & Harris, M. (2009). Individual adaptation of information technology. Journal of Computer Information Systems, 50(1), 37-45.
  2. Cuban, L. (2001). "Oversold and underused: Reforming schools through technology, 1980-2000." Harvard University, Cambridge
  3. Dynarski, M., Agodini, R., Heaviside, S., Novak, T., Carey, C., Campuzano, L., & Sussex, W. (2007) Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort. (Report to Congress). Washington, D.C.: U.S. Department of Education, Institute of Education Sciences.
  4. Geoghegan, W. (1994). Whatever happened to instructional technology? Reaching mainstream faculty, Norwalk, CT: IBM Academic Consulting.
  5. Green, K.C. (1999). The 1999 national survey of information technology in higher education. Retrieved August 13, 2007, from The Campus Computing Projects Website: 1999/
  6. Ertmer, P.A. (2005) "Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational technology research and development, 53(4), 25-39.
  7. Johnson, L., Adams Becker, S., Estrada, V. & Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium.
  8. Larbi-Apau, J.A., Moseley, W. (2012). Computer Attitude of Teaching Faculty: Implications for Technology-Based Performance in Higher Education. Journal of Information Technology Education: Research, 11 (2012), 221-233.
  9. McGill, T.J., Koblas, J.E. (2009) A task-technology fit view of learning management system impact. Computers& Education, 52 (2009), 496-508.
  10. Moser, F.Z. (2007). Faculty adoption of educational technology. EDUCAUSE quarterly, 30(1), 66.
  11. Mumtaz, S. (2000). Factors Affecting Teachers’ Use of Information and Communications Technology: a review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319-342,
  12. Nordström, L., Svanberg, P., Lundin, J., & Svensson, L. (2011) Developing metrics for analyzing IT supported student-teacher interaction in higher education. In K.K., Kimpaa, (Ed), Selected Papers of the Information Systems Research Seminar in Scandinavia 2011(P. 43-58). Trondheim: Tapir Akademisk Forlag.
  13. O'Shea, T., & Koschmann, T. (1997). The Children's Machine: Rethinking School in the Age of the Computer. Journal of the Learning Sciences 6(4), 401-415.
  14. Palmer, S., & Holt, D. (2014). Development of student and academic staff perceptions of the elements of an online learning environment over time. Australasian Journal of Educational Technology, 30(4), 375-389.
  15. Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers& Education, 57 (2011), 2432–2440. Doi:10.1016/J.compedu.2011.06.008
  16. Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers& Education, 59(1), 134-144. Doi:10.1016/J.compedu.2011.10.009
  17. Tyre, M.J., & Orlikowski, W.J. (1994). Windows of opportunity: Temporal patterns of technological adaptation in organizations. Organization Science, 5(1), 98-118.
  18. Zhao, Y., & Frank, K. (2003). Factors Affecting Technology Uses in Schools: An Ecological Perspective. American Educational Research Journal, 40(4), 807-840.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact