Factors affecting teachers' adoption of technology in classrooms: Does school size matter?

研究成果: 雜誌貢獻文章

6 引文 斯高帕斯(Scopus)

摘要

Researchers in educational technology have searched for factors to explain teachers' acceptance and resistance to using technology for instruction. Among the many identified factors, however, organizational and school factors have not yet been explored and discussed. This study investigates the effects of school size on science and mathematics teachers' adoption of technology in classrooms. Using national survey data collected from 940 science and mathematics teachers at junior high schools in Taiwan, we employed factor analyses, log-linear analyses, and three-way ANOVA techniques to examine interactions among school factors and teacher factors. Results obtained from the log-linear analyses suggested that both the interactions of school region with school size and school size with technology users were needed to explain teachers' use of educational technology in classrooms. It appears that teachers at small schools were more likely to use technology for instructional purposes. Additionally, results of the study revealed that teachers at small schools tended to have positive attitudes toward technology use and that among users of educational technology in southern Taiwan, teachers at small schools designed and used significantly more instructional activities with technology. This study suggests that small schools provide a better environment for science and mathematics teachers to implement educational technology in instruction.

原文英語
頁(從 - 到)63-85
頁數23
期刊International Journal of Science and Mathematics Education
6
發行號1
DOIs
出版狀態已發佈 - 2008 三月 1

    指紋

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

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