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Why do Some Teachers Trust Digital Technologies and Others Don't?
PROCEEDINGS

, , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Digital technologies have the potential to provide educators with new ways of instructing and learning. However, some educators still choose not to integrate such technologies in their classes. We suggest that differing levels of teacher trust in digital technologies are one potential reason for this division. If teachers do not trust the digital technology they are using, they will not use it in the same way as someone who does trust the digital technology. Using a modified version of Tschannon-Moran and Hoy's (2000) relational model of trust, we propose a framework for studying and measuring teacher trust in digital technology. Future work in the area is briefly proposed and discussed.

Citation

Francis, A. & Mishra, P. (2008). Why do Some Teachers Trust Digital Technologies and Others Don't?. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 3749-3751). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

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