You are here:

Conditions for Technology Acceptance in Intermediate and Middle School Mathematics
PROCEEDINGS

, California State University Stanislaus, United States ; , , Western Washington University, United States

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study attempts to answer the questions: What characterizes the teachers who choose to start using technology in their instructional practice? What does the technological and instructional context look like that allows for such changes to take place? Based on data from a five-year technology and mathematics project involving more than 300 teachers, the authors present findings on individual, institutional and organizational characteristics that help facilitate change. Findings indicate that although certain institutional and organizational efforts are important, teachers often form their own support systems that enable change processes and they enjoy substantial autonomy when it comes to decisions affecting classroom instruction.

Citation

Myhre, O., Popejoy, K. & Carney, J. (2006). Conditions for Technology Acceptance in Intermediate and Middle School Mathematics. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 1001-1005). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 17, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References