Teacher Adoption of Technology: A Perceptual Control Theory Perspective
Article
Yong Zhao, Michigan State University, United States ; Gary A. Cziko, University of Illinois at Urbana-Champaign, United States
Journal of Technology and Teacher Education Volume 9, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
There is an ironic and costly contradiction in the attempt to integrate technology into education. While evidence of the educational benefits of technology abounds and investment in hardware and software has dramatically increased, rela-tively few teachers use technology regularly in their teaching and the impact of computers on existing curricula is still very limited. What lies behind this contradiction? Why don't teachers make wider use of instructional technologies? In this article we introduce a novel model of goal-oriented behavior, Perceptual Control Theory (PCT), as a framework for understanding teacher adoption of technology. Unlike other approaches that examine this issue by studying the ex-ternal environment, this new framework attempts to under-stand teacher adoption of technology from the inside. It con-siders teachers' use of technology by examining the goals of teachers and how the use of technology might help or hinder their goals. While it is too early to provide systematic find-ings to show the usefulness of this application of PCT, we have used it here to interpret and synthesize the findings of a number of studies on teachers and technology. We also make suggestions derived from this model for the infusion of tech-nology into schools. To summarize the major themes, in order to understand why and why not teachers use technology, we must look at teach-ers as goal-oriented, purposeful organisms. PCT provides a comprehensive model for understanding technology infu-sion. From a PCT perspective three conditions are necessary for teachers to use technology: 1. The teacher must believe that technology can more effec-tively meet a higher-level goal than what has been used. 2. The teacher must believe that using technology will not cause disturbances to other higher-level goals that the he or she thinks are more important than the one being maintained. 3. The teacher must believe that he or she has or will have sufficient ability and resources to use technology.
Citation
Zhao, Y. & Cziko, G.A. (2001). Teacher Adoption of Technology: A Perceptual Control Theory Perspective. Journal of Technology and Teacher Education, 9(1), 5-30. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/8455/.
© 2001 Society for Information Technology & Teacher Education
Keywords
References
View References & Citations Map- Bruce, B.C., Peyton, J.K., & Batson, T.J. (1993). Network-based classrooms . New York: Cambridge University .
- Charp, S. (1995). Editorial. T.H.E. Journal, 22(6) ,10.
- Cuban, L. (1994). Public schoolteachers using machines in the next decade (Contractor Report, Oct. , 8). Washington, DC: Office of Technology Assessment.
- Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College.
- Education , W . (1997) . Techno logy coun ts: Schoo ls and re form in the in formation age . Washington DC: Education Week .
- Huberman , M . (1995) . Networks that alter teaching: conceptualizations , exchanges , and experiments . Teachers and Teaching: Theory and Practice , 1(2) , 193-211 .
- McKinsey , I. (1995). A nation of opportunity: realizing the promise of the information superhighway. A report prepared for the National Information Infrastructure Advisory Council (NIIAC).
- Means, B. (1994). Introduction: Usingtechnology to advance educational goals. In B Means (Ed.) Technology and educational reform: The reality behind the promise. San Francisco: Jossey-Bass.
- Office of Technology Assessment. (1982 , April 1-4). Information technology and its impacton american education. Washington DC: Office of Technology Assessment.
- Office of Technology Assessment .(1995) . Teachers and techno logy: making the connection. Washington, DC: Office of Technology Assessment.
- Olson , J . (1995) . Classroom ethos and the concerns of the teacher . In D.
- Olson , J . (1992 ). Trojan horse or teacher(cid:146)s pet? Computers and the teacher(cid:146)s influence. International Journal of Educational Research, 17(1), 77-85.
- Schrum, L. (1995) Educators and the internet: A case study of professional development. Computers and Education, 24, 221-228.
- Veen, W. (1995). Factors affecting the use of computers in the classroom: Four case studies. In D. Watson& D. Tinsley (Eds.) Integrating information technology into education. London: Chapman& Hall.
- Wenglinsky , H. (1998). Does i t compute? There la t ionsh ip between educational technology and student achievement in mathematics (Research Report). Princeton , NJ: Educational Testing Service.
- Zhao, Y. (1998). Design for adoption: The development of a Webbased education environment. Journal of Research on Computing in Education, 30(3): 307-328.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Examining the antecedents of ICT adoption in education using an Extended Technology Acceptance Model (TAM)
Viraiyan Teeroovengadum, Nabeel Heeraman & Bhavish Jugurnath, University of Mauritius
International Journal of Education and Development using ICT Vol. 13, No. 3 (Dec 30, 2017)
-
'Fitting it in': A study exploring ICT use in a UK primary school
Victoria Cartwright, Michael Hammond & Michael Hammond
Australasian Journal of Educational Technology Vol. 23, No. 3 (Jan 01, 2007)
-
Why don't all maths teachers use dynamic geometry software in their classrooms?
Gerrit Stols, Jeanne Kriek & Jeanne Kriek
Australasian Journal of Educational Technology Vol. 27, No. 1 (Jan 01, 2011)
-
Secondary school socio-cultural context influencing ICT integration: A case study approach
Shanti Divaharan, Lim Ping & Lim Ping
Australasian Journal of Educational Technology Vol. 26, No. 6 (Jan 01, 2010)
-
Faculty Training Strategies to Enhance Pedagogy-Technology Integration
Jared Keengwe, University of North Dakota, United States; David Georgina, Minnesota State University, Mankato, United States; Patrick Wachira, Cleveland State University, United States
International Journal of Information and Communication Technology Education Vol. 6, No. 3 (July 2010) pp. 1–10
-
Teachers’ Engagement with New Literacies as Support for Implementing Technology in the English/Language Arts Classroom
Melody Zoch, University of North Carolina at Greensboro, United States; Joy Myers, James Madison University, United States; Joy Myers, University of North Carolina at Greensboro, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 25–52
-
Have Pre-Service Teachers’ Technology Skills Changed in the Last 14 years?
Ian Loverro, Central Washington University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 843–848
-
How Teachers use Technology to Meet English Language Arts Common Core State Standards
Brandi Burton, Mississippi State University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2739–2744
-
The theory of planned behavior (TPB) and pre-service teachers’ technology acceptance: A validation study using structural equation modeling
Timothy Teo, University of Auckland, New Zealand; Lynde Tan, Nanyang Technological University, Singapore
Journal of Technology and Teacher Education Vol. 20, No. 1 (January 2012) pp. 89–104
-
Factors influencing pedagogical activities with ICT in Initial Teacher Training in Mathematics in Chile
Mario Brun, Institure of ICT in Education, University of La Frontera, Chile
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2724–2730
-
Factors influencing ICT integration according to the teacher’s level of pedagogical integration
Carole Raby & Helene Meunier, University of Quebec in Montreal, Canada
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2667–2673
-
ICT implementation in Alternative Teacher Diploma Program as a Boost to New Educators' Teaching Skills and Confidence
Tami Seifert, Ilana Ronen & Miri Shonfeld, Kibbutzim College of Education, Israel
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 243–247
-
Visions, Strategies, and Developmental Processes of Expert Technology-Using Teachers
Anne Leftwich, Indiana University, United States; Krista Glazewski, New Mexico State University, United States; Timothy Newby & Peggy Ertmer, Purdue University, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3832–3839
-
Digital Storytelling: Bridging Traditional and Digital Literacies
Ledong Li, Oakland University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 6201–6206
-
Learning from Experience:Teachers’ views on factors enhancing or inhibiting effective use of information technology in rich-technology classroom
Tamar Levin, Tel Aviv University, Israel; Rivka Wadmany, Teachers College of Technology, Israel
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1701–1708
-
Teachers' Adoption of Technology in Classrooms: Does School Size Matter?
Hsin-Kai Wu, Ying-Shao Hsu & Fu-Kwun Hwang, National Taiwan Normal University, Taiwan
EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 2740–2747
-
K-12 Teachers’ Pedagogical Reasoning in Planning Instruction with Technology Integration
Yu Feng & Khe Hew, Indiana University, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3173–3180
-
The laptops are here! Now what do the teachers do? : Challenges posed by laptop computers’ incorporation in a middle school in Michigan
Jeongmin Noh, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1518–1523
-
Technology Training: Simple Tools That Work
Ronald Ellis, Graceland University, United States
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1759–1760
-
Integral Factors Influencing Teaching with Technology
Susan Gilson, King Philip School District, United States; Michael Young, University of Connecticut, United States
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2184–2188
-
Electronic Portfolio Assessment of Graduate Students
Annis Shaver & Mary Avalos, University of Miami, United States
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 243–248
-
Infusing Technology in the Classroom: Positive Intervention Makes the Real Difference in Student Learning
George Semich & Linda Runyon, Robert Morris University, United States
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 1433–1437
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.