Conditions for Classroom Technology Innovations

By Yong Zhao, Kevin J. Pugh, Stephen G. Sheldon, J. Byers. Teachers College Record, 2002

943 citations recorded by the source corpus.

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 teachers innovate when they are given computers?” rather than whether computers can improve student learning. Specifically, we were interested in understanding the conditions under which technology innovation can take place in classrooms. For a year, we followed a group of K–12 teachers who attempted to carry out technology-rich projects in their classrooms. These teachers were selected from more than 100 recipients of a technology grant program for teachers. The study found 11 salient factors that significantly impact the degree of success of classroom technology innovations. Some of these factors have been commonly mentioned in the literature, but our study found new dimensions to them. Others have not been identified in the literature. Each factor can be placed in one of three interactive domains, the teacher, the innovation, and the context. The article discusses the 11 factors in detail and proposes a model of the relationship among the different factors and their domains.

Subfields: Education, Gender Studies

View Paper: https://www.semanticscholar.org/paper/02a5b54b2f9b5a4f2c2316e2056567440359e2a0

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Citations in the corpus

A Framework for Addressing Challenges to Classroom Technology Use (2008, background): “Dependence on others outside the classroom or resources can also decrease the likelihood of project success (Zhao et al., 2002).”
Examining teachers’ beliefs about ICT in education: implications of a teacher preparation programme (2007, background): “Various models have been developed aiming at teachers’ preparation for ICT integration in their classrooms (for example, Rogers, 1995; Russell, 1995; Zhao et al., 2002; Franklin & Sessoms, 2005; Toledo, 2005).”
Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development (2012, background): “This supports the argument for designing professional development that supports teachers' changing needs over time as they establish new practices and routines for teaching (Hixon & Buckenmeyer, 2009; Levin & Wadmany, 2008; Zhao et al., 2002).”
The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy (2005, background): “Verloop, Driel, and Meijer (2001) noted that “teacher cognitions have taken years to take shape and are, consequently, not easily changed” (p. 454), while Zhao et al. (2002) noted that technological innovations perceived to be far from teacher’s own practice are less likely to be established.”
Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web (2010, background): “However, teachers' use of the Web technology is far from the in-depth cognitive activities implemented by research projects (Wallace 2004; Zhao et al. 2002).”
Educating digitally competent teachers: A study of integration of professional digital competence in teacher education (2017, result): “This research has arrived at several explanations for why technology is still not integrated better in curriculum activities (Zhao et al., 2002) which can be relevant for tertiary education as well, and we will therefore briefly address some of these results.”
Teacher value beliefs associated with using technology: Addressing professional and student needs (2010, background): “…teachers may find that using technology to communicate with parents and prepare for instruction addresses their most immediate needs, while other activities such as student-tostudent communication, remediation, and student inquiry are best served through face-to-face activities (Zhao et al., 2002).”
Using the Technology Acceptance Model in Understanding Academics' Behavioural Intention to Use Learning Management Systems (2014, background): “As this study was conducted in one of the largest and most advanced universities in Saudi Arabia, technology integration in teaching within this context could consequently be affected by organizational arrangement[21].”
Teachers' Perceptions of Integrating Information and Communication Technologies into Literacy Instruction: A National Survey in the United States (2011, methodology): “…literature: ● Lack of time within a class period (Bauer & Ken-ton, 2005) ● Lack of access to technology (Bauer & Kenton, 2005; Honan, 2008; Stolle, 2008; Zhao et al., 2002) ● Lack of technical support (Bauer & Kenton, 2005; Ertmer et al., 1999; Stolle, 2008; Zhao et al., 2002) ● Lack of time to…”
Factors Affecting Technology Uses in Schools: An Ecological Perspective (2003, background): “Many researchers have, from various angles, studied the phenomenon through different approaches, from case studies (Cuban, 2001; Schofield, 1995; Zhao et al., 2002), to historical analysis (Cuban, 1986), to large surveys (Becker, 2000a, 2001).”
Teacher Technology Change (2010, background): “To adopt technology as an innovation, teachers need to be willing to take risks, remain flexible, and be open to change (Dexter & Greenhow, 2004; Ertmer et al., 2001; Zhao et al., 2002).”
Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge (2009, background): “However, it has been suggested that many teacher education programs have not been preparing teacher candidates adequately to integrate technology, and many teachers in schools are reluctant to use technology for teaching and learning (Fishman & Davis, 2006; Moursund & Bielefeldt, 1999; Willis & Mehl”
Factors influencing digital technology use in early childhood education (2014, background): “Some have argued that second-order intrinsic barriers are actually more important to teachers’ acceptance and use of technology than first-order barriers (Ertmer et al., 2012; Zhao et al., 2002).”
Beliefs about teaching and uses of technology among pre‐service teachers (2008, neutral): “Research has found that teachers' use of technology is influenced by many factors (Leggett, & Persichitte, 1998 ; Pelgrum, 2001 ; Zhao, Pugh, Sheldon, & Byers, 2002 ).”