Identifying Cognitive Dissonance Prior to Technology Integration
PROCEEDINGS
Joanne P. (Hall) Ruttan, Adrian P. Van Mondfrans, Brigham Young University, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This study was designed to identify cognitive dissonance in teachers prior to any major technology integration initiative. A pre-inservice questionnaire was developed for teachers based on the principals used in art-therapy and traditional forms of survey development. The questionnaire consisted of 20 questions and was administered to 30 elementary teachers. Teachers responded positively to the direct questions about technology integration. Asking the teachers to draw how they felt towards computers in their classrooms provided important information about teacher's attitudes that were often not articulated because of perceived expectations for computer competency.
Citation
Ruttan, J.P. & Mondfrans, A.P.V. (1999). Identifying Cognitive Dissonance Prior to Technology Integration. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 1466-1468). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from https://www.learntechlib.org/primary/p/8196/.
Keywords
References
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