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Technology use and acceptance in the classroom: Results from an exploratory survey study among secondary education teachers in the USA

Heather Holden (Department of Information Systems, University of Maryland, Baltimore, Maryland, USA)
Ant Ozok (Department of Information Systems, University of Maryland, Baltimore, Maryland, USA)
Roy Rada (Department of Information Systems, University of Maryland, Baltimore, Maryland, USA)

Interactive Technology and Smart Education

ISSN: 1741-5659

Article publication date: 16 May 2008

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

A significant connection between teachers’ technology acceptance and usage is presented.

Keywords

Citation

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/10.1108/17415650810880772

Publisher

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Emerald Group Publishing Limited

Copyright © 2008, Emerald Group Publishing Limited