Factors that Motivate and Inhibit the Use of Technology in Secondary Classrooms
Melissa Varley, University of Phoenix, United States
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract: This paper is a report on the findings of a qualitative case study conducted in 2001 and 2006 regarding the implementation of technology into secondary classrooms. Interviews and observations were conducted initially in 2001 comprised of eight participants, six teachers and two administrators. The school was revisited again in 2006 with four of the initial eight participants. Data sources also included journals, lesson plans, and bulletins originating with the teachers and administrators.On the positive side, analysis of the data revealed two factors that motivated teacher use of computer technology in their classroom: increased student motivation and sustained administrative support. In the initial study, the administrators cited two factors as inhibitors: type of teacher and lack of technical. In the 2006 study, four factors were perceived as inhibitors: lack of time, lack of appropriate hardware and software, lack of adequate technical support, and lack of computer knowledge.
Varley, M. (2007). Factors that Motivate and Inhibit the Use of Technology in Secondary Classrooms. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 1715-1719). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE).