No abstract

For P-12 teachers to effectively learn a technology, they must manage the cognitive load inherent to this learning task. However, technology adoption research has not investigated effects of cognitive load on teachers' experiences with learning technology or their technology adoption decisions. Hence, an instrument measuring cognitive load experienced when P-12 teachers learn about technology during professional development and their intent to adopt the technology may not be available. The purpose of this study was to design a self-report survey instrument measuring P-12 teachers' cognitive load during technology professional development and their intent to adopt technology. Diffusion of innovations and cognitive load theory formed the theoretical foundation of the instrument's design. Using data collected from P-12 teachers participating in technology professional development, the researcher conducted exploratory factor analysis to explore the factor model most representative of the data and to determine the instrument's internal consistency and variance explained.