You are here:

Utility and Usability as Factors Influencing Teacher Decisions about Software Integration

, , ,

Educational Technology Research and Development Volume 64, Number 6, ISSN 1042-1629


Given the importance of teacher in the implementation of computer technology in classrooms, the technology acceptance model and TPACK model were used to better understand the decision-making process teachers use in determining how, when, and where computer software is used in mathematics classrooms. Thirty-four (34) teachers implementing Geometer's Sketchpad and Fathom in algebra and geometry classrooms were observed and interviewed using the above models. The factors of perceived ease of use and perceived usefulness, and their contributing sub-factors, were used to elaborate on how teachers differed in their perceptions and actual use of these two software tools in different instructional contexts. The two primary themes that emerged were teachers' comfort level with using the software tools and how this interacted with their perceived ease of use, and their understanding of the software's capabilities and alignment with their curricular and teaching goals. This alignment became the over-riding factor driving perceived usefulness. Secondary factors influencing perceived usefulness included alignment with preferred pedagogical strategies and support from fellow teachers. This last factor probably also crossed over to perceptions of ease of use.


Okumus, S., Lewis, L., Wiebe, E. & Hollebrands, K. (2016). Utility and Usability as Factors Influencing Teacher Decisions about Software Integration. Educational Technology Research and Development, 64(6), 1227-1249. Retrieved October 4, 2022 from .

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.