Teacher adoption of technology

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datacite.alternateIdentifier.citationCOMPUTERS IN HUMAN BEHAVIOR,Vol.29,519-524,2013
datacite.alternateIdentifier.doi10.1016/j.chb.2012.10.017
datacite.creatorAldunate Vera, Roberto
datacite.creatorNussbaum, Miguel
datacite.date2013
datacite.subject.englishTeacher technology adoption
datacite.subject.englishTechnology abandonment
datacite.subject.englishTechnology use in education
datacite.titleTeacher adoption of technology
dc.date.accessioned2021-04-30T16:35:22Z
dc.date.available2021-04-30T16:35:22Z
dc.description.abstractTechnology 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.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/3148
dc.language.isoen
dc.publisherPERGAMON-ELSEVIER SCIENCE LTD
dc.sourceCOMPUTERS IN HUMAN BEHAVIOR
oaire.resourceTypeArticle
uct.catalogadorWOS
uct.indizacionSSCI
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