Teacher adoption of technology

dc.creatorAldunate Vera, Roberto
dc.creatorNussbaum, Miguel
dc.date2013
dc.date2021-04-30T16:35:22Z
dc.date2021-04-30T16:35:22Z
dc.date.accessioned2021-06-14T22:07:42Z
dc.date.available2021-06-14T22:07:42Z
dc.identifierCOMPUTERS IN HUMAN BEHAVIOR,Vol.29,519-524,2013
dc.identifierhttp://repositoriodigital.uct.cl/handle/10925/3148
dc.identifier10.1016/j.chb.2012.10.017
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3301149
dc.descriptionTechnology adoption is usually modeled as a process with dynamic transitions between costs and benefits. Nevertheless, school teachers do not generally make effective use of technology in their teaching. This article describes a study designed to exhibit the interplay between two variables: the type of technology, in terms of its complexity of use, and the type of teacher, in terms of attitude towards innovation. The results from this study include: (a) elaboration of a characteristic teacher technology adoption process, based on an existing learning curve for new technology proposed for software development; and (b) presentation of exit points during the technology adoption process. This paper concludes that teachers who are early technology adopters and commit a significant portion of their time to incorporating educational technology into their teaching are more likely to adopt new technology, regardless of its complexity. However, teachers who are not early technology adopters and commit a small portion of their time to integrating educational technology are less likely to adopt new technology and are prone to abandoning the adoption at identified points in the process. (c) 2012 Elsevier Ltd. All rights reserved.
dc.languageen
dc.publisherPERGAMON-ELSEVIER SCIENCE LTD
dc.sourceCOMPUTERS IN HUMAN BEHAVIOR
dc.subjectTeacher technology adoption
dc.subjectTechnology abandonment
dc.subjectTechnology use in education
dc.titleTeacher adoption of technology
dc.typeArticle


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