Technology use and acceptance in the classroom: Results from an exploratory survey study among secondary education teachers in the USA

Heather Holden, Ant Ozok, Roy Rada

Research output: Contribution to journalArticlepeer-review

Abstract

Purpose The purpose of this study is to explore the current usage and acceptance of classroom technologies by secondary math/science education teachers in one community. Design/methodology/approach Forty-seven secondary education math and science teachers in one American city responded to a survey about their use and perceptions of technology in their lives and classrooms. Findings Results indicate teachers use technology more for personal instructional reasons, such as class preparation, than for interactions with their students whether inside the classroom or outside the classroom. Primary factors inhibiting the use of technology relate to time, training, and preparation. Teachers can see the benefit of using technology to promote students’ learning experience. However, teachers are neutral about technology being advantageous for improving in-class activities. Originality/value A significant connection between teachers’ technology acceptance and usage is presented.

Original languageEnglish (US)
Pages (from-to)113-134
Number of pages22
JournalInteractive Technology and Smart Education
Volume5
Issue number2
DOIs
StatePublished - May 16 2008
Externally publishedYes

Keywords

  • Classrooms
  • Communication technologies
  • Secondary education
  • Teachers
  • Teaching
  • United States of America

ASJC Scopus subject areas

  • Education

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