• Corpus ID: 5643432

Teacher Adoption of Technology: A Perceptual Control Theory Perspective

  title={Teacher Adoption of Technology: A Perceptual Control Theory Perspective},
  author={Yong Zhao and Gary A. Cziko},
  journal={The Journal of Technology and Teacher Education},
  • Y. Zhao, G. Cziko
  • Published 22 March 2001
  • Sociology
  • The Journal of Technology and Teacher Education
There is an ironic and costly contradiction in the attempt to integrate technology into education. While evidence of the educational benefits of technology abounds and investment in hardware and software has dramatically increased, relatively few teachers use technology regularly in their teaching and the impact of computers on existing curricula is still very limited. What lies behind this contradiction? Why don't teachers make wider use of instructional technologies? In this article we… 

Figures from this paper

Elementary Teachers' Perceptions of Technology Proficiencies and Motivation to Integrate Technology in School Curricula
Teachers' perceptions of proficiency in the use of computer technology in the classroom were explored and teachers were found to be self-determined and motivated to integrate technology; however, innovative practice was not evident while existing practice conformed to the instructional norms of the school.
Teachers’ Use of Technology and Constructivism
Whether technology by itself can make the education process more effective or if technology needs an appropriate instructional theory to indicate its positive effect on the learner is explained.
Exploiting the Use of Technology to Teach
Teaching is a dynamic activity-a dynamic transaction between mind, materials, outcomes, and goals. Teachers teach; learners learn-all within the context of a complex cognitive and socio-cultural
Teacher pedagogical beliefs: The final frontier in our quest for technology integration?
Although the conditions for successful technology integration finally appear to be in place, including ready access to technology, increased training for teachers, and a favorable policy environment,
Factors Explaining Teachers' ICT Use and Productivity in Technology- Enriched Classrooms
The paper reports on an exploratory, longitudinal study, which examined six teachers’ views on the factors explaining teachers' technology use and productivity in a technology-enriched classroom
This study focuses on the degree and manner of Higher Education instructors' use of technology in their classroom. It explores the reasons for Information and Communication Technology (ICT)
Use of Technology in Classroom for Professional Development
It is explained that if technology on its own can make the progress of education more efficient or not and if the existence of a complete instructional theory for technology is serious for indicating its positive effect on the learner is an important issue.
Conditions for Classroom Technology Innovations
This article reports on a study of the complex and messy process of classroom technology integration. The main purpose of the study was to empirically address the large question of “why don’t
Using perceptual control theory to analyse technology integration in teaching
Contrary to the more traditional scenario of instructor-focused presentation, contemporary education allows individuals to embrace modern technological advances such as computers to concur with,
Teacher Technology Change
Abstract Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine


Authentic Approaches to Encourage Technology-Using Teachers
It is especially important to continue the dialogue concerning innovative and effective approaches to technology education for preservice teachers to help their students interact successfully in a technology-infused society both inside and outside the K-12 classroom.
Factors affecting the use of computers in the classroom: four case studies
The decision of teachers whether or not to use computers depends on two basic categories of factors: factors at school level and factors at teacher level. However, teacher factors appear to be more
Educators and the Internet: a case study of professional development
Abstract The purpose of this research was to document a teacher education program's initial effort to introduce telecommunications to inservice educators, to determine support and technological
Technology and education reform : the reality behind the promise
The demand for serious, systemic reform of our schools and the dramatic increase in the availability and power of technology within schools have simultaneously grown into two of the most significant
Integrating Information Technology into Education
Deryn Watson and David Tinsley The topic of the conference, integrating infonnation technology into education, is both broad and multi-facetted. In order to help focus the papers and discussion we
Networks That Alter Teaching: conceptualizations, exchanges and experiments
Abstract ‘Professional development’ has become a password to a variety of activities ranging from self‐directed experimentation in the classroom to full‐blown research projects with peers and,
Trojan horse or teacher's pet? Computers and the teacher's influence
Abstract This chapter focuses on how the role of the teacher is affected by information technology. The idea is developed that the computer offers teachers ways to enhance what and how they teach,
The Creation and Development of Educational Computer Technology
Publisher Summary This chapter describes the creation and development of educational computer technology. In advanced industrialized nations, the amount of research and publication related to
The Role of School-Based Technology Coordinators as Change Agents in Elementary School Programs
AbstractThis article describes a follow-up study that investigated the skills and strategies used and outcomes effected by computer coordinators in three elementary school programs. The purpose of
Effectiveness of computer-based instruction: An updated analysis.
A meta-analysis of findings from 254 controlled evaluation studies showed that computer-based instruction (CBI) usually produces positive effects on students. The studies covered learners of all age