ERIC Number: EJ1021734
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Risk-Aversion: Understanding Teachers' Resistance to Technology Integration
Howard, Sarah K.
Technology, Pedagogy and Education, v22 n3 p357-372 2013
Teachers who do not integrate technology are often labelled as "resistant" to change. Yet, considerable uncertainties remain about appropriate uses and actual value of technology in teaching and learning, which can make integration and change seem risky. The purpose of this article is to explore the nature of teachers' analytical and affective risk perceptions, and how these influence decisions to integrate technology in their teaching practice. These ideas are explored through an in-depth qualitative analysis of teacher interviews focusing on experiences with, and beliefs about, technology and teaching. Results suggest decisions to integrate technology in teaching are influenced by negative affective responses to technology, general risk-aversion in teaching, and the perceived value of technology in teaching. The risk analysis framework and findings presented in this paper can be used to support communication with teachers to minimise perceived risks and, where appropriate, help support future technology use.
Descriptors: Risk, Technology Integration, Interviews, Teacher Attitudes, Teaching Methods, Decision Making, Qualitative Research, Guidelines, Futures (of Society), Faculty Development, Educational Change, Heuristics, Technological Literacy, Observation, Educational Technology, Anxiety, Foreign Countries, Secondary School Teachers, Mathematics Teachers, Negative Attitudes, Risk Assessment
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Reports - Evaluative; Journal Articles
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Australia