Understanding the process of teachers’ technology adoption with a dynamic analytical model

Zheng, Longwei; Gibson, David; Gu, Xiaoqing

doi:10.1080/10494820.2019.1610457

Cited by 9 publications

(6 citation statements)

References 37 publications

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“…Instead, it is an iterative process involving trial and error and ongoing problem-solving, which occurs alongside teaching practice. The findings also confirm that teachers have different motivations and preferences for learning and that such preferences may be related to prior experience with technologies (Zheng et al, 2019). Nevertheless, the findings further suggest that such preferences may be related to tolerance for mistakes and that tolerance for mistakes is dependent on the context of teaching.…”

Section: Lms Adoption As Learning Experiencesupporting

confidence: 62%

Beyond technology use: a people-centred approach to reconceptualising the adoption of learning technologies

Liu

2022

ASRHE

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Research into the adoption of learning technologies has identified predictive factors of individual adoption. However, this research largely assumes technology adoption-as-use, which, I argue, is technology-centric and disregards the role of teachers and their teaching practice. Following a people-centred approach, I sought to focus on teachers’ experiences during technology adoption and in doing so contribute to the notion of adoption-as-process. I undertook interpretive phenomenology research, conducting semi-structured interviews with a group of seven academic teachers in a New Zealand university where a new learning management system (LMS) was implemented following an institutional-wide LMS review. I analysed the interview data using a reflexive thematic analysis method. The findings indicate that technology adoption is more than technology use; it is laden with emotional experiences, learning experiences, experiences of inability to perform and experiences of incongruence in the teaching space. To facilitate appropriate individual adoption, the study calls for future research to focus on adoption-as-process and institutional practice to address emotional responses, enable learning in safe and authentic environments, scaffold performance, and align existing policies and practices with new technologies.

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Section: Lms Adoption As Learning Experiencesupporting

confidence: 62%

Beyond technology use: a people-centred approach to reconceptualising the adoption of learning technologies

Liu

2022

ASRHE

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“…Similar to previous studies using teacher log data (Wayman et al, 2009), we find a large variation between teachers in terms of time spent online during the remote education weeks, ranging from teachers who spent no time to those who spent hours online. There is also a large variation in the adopter type working online, with 48 percent of innovators or pioneers (Zheng et al, 2019), and many others early majority (36 percent) and late majority (34 percent).…”

Section: Discussionmentioning

confidence: 99%

“…When teachers adopt a technological innovation, at one level or another, what appears to be most relevant for the variation in the use they make of it, is the prior experience they have of the specific innovation (Chiu & Churchill, 2016;Zheng et al, 2019). Rogers (1962) introduced the idea of "incentives" and their effect on the adoption and use of innovations.…”

Section: How Is the Experience Stimulated?the Incentivesmentioning

confidence: 99%

“…Rogers (1962) introduced the idea of "incentives" and their effect on the adoption and use of innovations. Zheng et al (2019) named such incentives interventions and identified them as resulting from subject seminars, pressure from special events, and pressure from educational policy. The last two were shown to have a strong short-term positive impact on adopting and using an innovation, (Puentedura, 2013).…”

Section: How Is the Experience Stimulated?the Incentivesmentioning

confidence: 99%

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Explaining variation in teachers’ use of ICT: a learning analytics approach

Lomos

Luyten

Kesting³

et al. 2023

Interactive Learning Environments

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Significant attention has been paid to the use of ICT by teachers, especially during the COVID-19 health crisis. This usage has mostly been captured through self-reported survey measurements. Learning analytics can complement such findings, by using log data to document precisely how long teachers use ICT, and what ICT behaviors they perform online. Using log data of 800 teachers, the present study documents their use of ICT in mathematics on a digital learning platform used across Luxembourg during COVID-19 remote education. Our findings confirm the large differences between teachers' use of ICT found in previous research, measured here through the time spent active on the platform. The types of ICT behaviors teachers engage with online, measured via the SAMR model, explain most of this variation. Specifically, more time on the platform is associated with activities that create a meaningful learning experience, and redefined tasks that could engage students as active learners. Experience with the technology, and participation in incentive events and teacher training, explain another significant part of this variation.

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“…Teachers’ involvement in professional development programs related to innovation adoption is usually not mandatory in many countries, therefore, teachers’ motivation to pursue professional learning and become lifelong learners is essential (Gorozidis & Papaioannou, 2014 ). As innovators and early adopters are those willing to take risks and often are the first ones to develop new ideas (Rogers, 2003 ), this group of teachers may be characterized as driven by extra intrinsic motivation (Zheng et al, 2019 ). Intrinsic motivation of the teachers was in turn found to be a predictor of creativity, a crucial component in educational innovation adoption and training transfer (Fidan & Oztürk, 2015 ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Key factors influencing teachers’ motivation to transfer technology-enabled educational innovation

2023

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In response to the digital transformation in education, teachers are expected to develop new competencies. Although teachers gained valuable experience in digital technology use during the COVID-19 pandemic, research and practice show that primary school teachers need to be supported and trained for the new normal of innovative, advanced use and adoption of digital technologies in educational practice. This study aims to identify the key factors that influence teachers’ motivation to transfer technology-enabled educational innovation in primary education. The Learning Transfer System Inventory (LTSI) factors and the adoption factors of technology-enabled educational innovation have been conceptually mapped. The LTSI model has been empirically validated with data collected from 12.7% of Lithuanian primary school teachers. The structural equation modeling technique was utilized to analyze causal relationships of factors influencing teachers’ motivation to transfer technology-enabled educational innovation. The qualitative research method was used to provide a deeper understanding of key factors that influence motivation to transfer. The conducted analysis shows that motivation to transfer is significantly influenced by all five domains of factors: perceived value, personal characteristics, social practices, organizational and technology-enabled innovation factors. Motivation to transfer innovation varies according to teachers’ perceived digital technology integration skills, which underpin the importance of applying different roles and strategies based on the teachers’ skills. This study provides implications for designing effective professional development for in-service teachers and creating a suitable environment in schools for the adoption of innovation in post-COVID-19 education.

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Understanding the process of teachers’ technology adoption with a dynamic analytical model

Cited by 9 publications

References 37 publications

Beyond technology use: a people-centred approach to reconceptualising the adoption of learning technologies

Beyond technology use: a people-centred approach to reconceptualising the adoption of learning technologies

Explaining variation in teachers’ use of ICT: a learning analytics approach

Key factors influencing teachers’ motivation to transfer technology-enabled educational innovation

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