Abstract

This study examines the technology integration practices of post-secondary, math teacher educators. Four math teacher educators in the Commonwealth of Virginia were interviewed and observed teaching in order to form a picture of how they have developed as technology users, and to identify the factors that have promoted or inhibited their adoption of technological innovations. Organizational culture theory and symbolic interactionism make up the conceptual framework used to identify the participants as individual members of a larger organization who interact to define the technological cultures at their institutions. Analytic induction is used to generate and support a main empirical assertion about the technology adoption practices of these math teacher educators. Results of the study suggest that technology integration by math teacher educators in a school of education is a social process that must have administrative and institutional support to succeed.

Citation

Adamy, P. & Heinecke, W. (2005). The Influence of Organizational Culture on Technology Integration in Teacher Education. Journal of Technology and Teacher Education, 13(2), 233-255. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved August 20, 2017 from https://www.learntechlib.org/p/26103/.

© 2005 SITE

Keywords

• Educational Technology
• Integration
• Post Secondary Education
• Preservice Teacher Education
• Research Methods