Teachers' concern about integrating Web 2.0 technologies and its relationship with teacher characteristics

Yungwei Hao, Kathryn S. Lee

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

This survey research study examined the patterns of 200 Taiwan middle school teachers' concern about Web 2.0 technology integration in instruction and identified relationships among teacher characteristics and the types of their concern. During the spring semester of 2013, the stages of concern (SoC) Questionnaire was adopted to assess teachers' stages of concern. The findings indicated that teachers' concern was most intense respectively in the informational, personal, and management stages. Regarding the relationship with personal characteristics, types of concern correlated with some types of teacher knowledge. Teacher characteristics such as levels of Web 2.0 usage in instruction, gender, and discipline areas predicted concern within different concern stages. Finally, several implications were indicated for future study and design of teacher professional development programs to ease teacher concern and increase the likelihood of teachers integrating technology into instruction.

Original languageEnglish
Pages (from-to)1-8
Number of pages8
JournalComputers in Human Behavior
Volume48
DOIs
Publication statusPublished - 2015 Jan 1

Fingerprint

Social Media
Technology
Taiwan
Research
Surveys and Questionnaires
Web 2.0
School Teachers

Keywords

  • Teacher concern
  • Teacher professional development
  • Technology integration
  • Web 2.0 technology

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Human-Computer Interaction
  • Psychology(all)

Cite this

Teachers' concern about integrating Web 2.0 technologies and its relationship with teacher characteristics. / Hao, Yungwei; Lee, Kathryn S.

In: Computers in Human Behavior, Vol. 48, 01.01.2015, p. 1-8.

Research output: Contribution to journalArticle

@article{78d0eabb2d514ec39f5584496c5445c6,
title = "Teachers' concern about integrating Web 2.0 technologies and its relationship with teacher characteristics",
abstract = "This survey research study examined the patterns of 200 Taiwan middle school teachers' concern about Web 2.0 technology integration in instruction and identified relationships among teacher characteristics and the types of their concern. During the spring semester of 2013, the stages of concern (SoC) Questionnaire was adopted to assess teachers' stages of concern. The findings indicated that teachers' concern was most intense respectively in the informational, personal, and management stages. Regarding the relationship with personal characteristics, types of concern correlated with some types of teacher knowledge. Teacher characteristics such as levels of Web 2.0 usage in instruction, gender, and discipline areas predicted concern within different concern stages. Finally, several implications were indicated for future study and design of teacher professional development programs to ease teacher concern and increase the likelihood of teachers integrating technology into instruction.",
keywords = "Teacher concern, Teacher professional development, Technology integration, Web 2.0 technology",
author = "Yungwei Hao and Lee, {Kathryn S.}",
year = "2015",
month = "1",
day = "1",
doi = "10.1016/j.chb.2015.01.028",
language = "English",
volume = "48",
pages = "1--8",
journal = "Computers in Human Behavior",
issn = "0747-5632",
publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Teachers' concern about integrating Web 2.0 technologies and its relationship with teacher characteristics

AU - Hao, Yungwei

AU - Lee, Kathryn S.

PY - 2015/1/1

Y1 - 2015/1/1

N2 - This survey research study examined the patterns of 200 Taiwan middle school teachers' concern about Web 2.0 technology integration in instruction and identified relationships among teacher characteristics and the types of their concern. During the spring semester of 2013, the stages of concern (SoC) Questionnaire was adopted to assess teachers' stages of concern. The findings indicated that teachers' concern was most intense respectively in the informational, personal, and management stages. Regarding the relationship with personal characteristics, types of concern correlated with some types of teacher knowledge. Teacher characteristics such as levels of Web 2.0 usage in instruction, gender, and discipline areas predicted concern within different concern stages. Finally, several implications were indicated for future study and design of teacher professional development programs to ease teacher concern and increase the likelihood of teachers integrating technology into instruction.

AB - This survey research study examined the patterns of 200 Taiwan middle school teachers' concern about Web 2.0 technology integration in instruction and identified relationships among teacher characteristics and the types of their concern. During the spring semester of 2013, the stages of concern (SoC) Questionnaire was adopted to assess teachers' stages of concern. The findings indicated that teachers' concern was most intense respectively in the informational, personal, and management stages. Regarding the relationship with personal characteristics, types of concern correlated with some types of teacher knowledge. Teacher characteristics such as levels of Web 2.0 usage in instruction, gender, and discipline areas predicted concern within different concern stages. Finally, several implications were indicated for future study and design of teacher professional development programs to ease teacher concern and increase the likelihood of teachers integrating technology into instruction.

KW - Teacher concern

KW - Teacher professional development

KW - Technology integration

KW - Web 2.0 technology

UR - http://www.scopus.com/inward/record.url?scp=84922364496&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84922364496&partnerID=8YFLogxK

U2 - 10.1016/j.chb.2015.01.028

DO - 10.1016/j.chb.2015.01.028

M3 - Article

AN - SCOPUS:84922364496

VL - 48

SP - 1

EP - 8

JO - Computers in Human Behavior

JF - Computers in Human Behavior

SN - 0747-5632

ER -