The Influence of Organizational Culture on Technology Integration in Teacher Education
Article
Peter Adamy, University of Rhode Island, School of Education, United States ; Walter Heinecke, UVA, United States
Journal of Technology and Teacher Education Volume 13, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
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 January 23, 2021 from https://www.learntechlib.org/primary/p/26103/.
© 2005 Society for Information Technology & Teacher Education
Keywords
References
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Building Digital Learning Culture into Pre-service Teacher Education
Ismail Guven, Ankara University Faculty of Educational Sciences, Turkey; Yasemin Gulbahar, Ankara University, Turkey
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 261–269
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