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A Study of Secondary Teachers’ Characteristics, Concerns, and Support Needs in Adopting Learning Management Systems
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, Walden University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teacher concerns play an important role in the adoption of new technologies in educational settings. The purpose of study was to examine the relationship between the concerns of secondary teachers regarding the adoption of a learning management system (LMS) and their demographic and technographic characteristics. A sample of 206 full-time secondary teachers working in U.S. public secondary schools that have adopted an LMS were randomly selected to complete the stages of concern questionnaire. Descriptive statistics were used to identify the stages of concern teachers are currently at with regards to the LMS adoption. Bivariate and statistics were employed to assess the relationships between secondary teachers’ most intense stage of concern and selected teacher data variables: (a) demographic characteristics such as age, gender, teaching experience, degree, grade level and subject taught; and (b) technographic characteristics such as instructional technology experience, experience with

Citation

Lochner, B. (2016). A Study of Secondary Teachers’ Characteristics, Concerns, and Support Needs in Adopting Learning Management Systems. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2164-2173). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2019 from .

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