The purpose of this study is to explore the current usage and acceptance of classroom technologies by secondary math/science education teachers in one community.
Forty‐seven secondary education math and science teachers in one American city responded to a survey about their use and perceptions of technology in their lives and classrooms.
Results indicate teachers use technology more for personal instructional reasons, such as class preparation, than for interactions with their students whether inside the classroom or outside the classroom. Primary factors inhibiting the use of technology relate to time, training, and preparation. Teachers can see the benefit of using technology to promote students’ learning experience. However, teachers are neutral about technology being advantageous for improving in‐class activities.
A significant connection between teachers’ technology acceptance and usage is presented.
Holden, H., Ozok, A. and Rada, R. (2008), "Technology use and acceptance in the classroom: Results from an exploratory survey study among secondary education teachers in the USA", Interactive Technology and Smart Education, Vol. 5 No. 2, pp. 113-134. https://doi.org/10.1108/17415650810880772Download as .RIS
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