Teacher Adoption of Technology: A Perceptual Control Theory Perspective

By Yong Zhao, G. Cziko. 2001

500 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0a5dea62f6710fe6a41393205b28a4e21b3e79a2

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Citations in the corpus

Factors related to pedagogical beliefs of teachers and technology integration (2011, unknown): “However, some studies demonstrated that teacher pedagogical beliefs and teaching activities were inconsistent (Harris & Grandgenett, 1999; Zhao & Cziko, 2001).”
"Cultures in negotiation": teachers' acceptance/resistance attitudes considering the infusion of technology into schools (2003, unknown): “At the same time though a dissatisfying phenomenon is recorded: teachers in schools do not appear to make effective use of information technology for teaching (Zhao & Cziko, 2001; Stetson & Bagwell, 1999; Pedretti, Mayer-Smith, & Woodrow., 1999; Ely, 1993; OECD, 2001).”
Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning (2013, background): “According to several researchers (Lumpe & Chambers, 2001; Zhao & Cziko, 2001), one of the conditions necessary for teachers to adopt student-centered technology use is their perception that external factors, or first-order barriers, will not impede their efforts.”
Teacher value beliefs associated with using technology: Addressing professional and student needs (2010, background): “Zhao and Cziko (2001) found that in addition to valuing a technology idea, teachers must believe the idea will work within their current abilities and environments.”
Factors Affecting Technology Uses in Schools: An Ecological Perspective (2003, background): “(Collins, 1996, p. 61) A more frequently cited set of factors affecting technology uses in schools is associated with the teacher (Becker, 2000a, 2000b; Hadley & Sheingold, 1993; Sandholtz, Ringstaff, & Dwyer, 1997; Zhao & Cziko, 2001).”
A path analysis of pre-service teachers' attitudes to computer use: applying and extending the technology acceptance model in an educational context (2010, unknown): “These variables, subjective norm, facilitating conditions, and technological complexity, were chosen on the basis that they had been found to signiﬁcantly inﬂuence teachers’ attitudes to computers (Becker, 2000; Khine, 2001; Wong et al., 2005; Zhao & Cziko, 2001).”
Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model (2007, background): “Given that the teacher is the key to effective use of computers in the educational system (Zhao et al. 2001), it is important to understand teachers' computer attitudes (CA) and the factors that influence these attitudes.”
Teacher Technology Change (2010, background): “Therefore, examples become an important strategy to facilitate both teacher knowledge and belief change (Zhao & Cziko, 2001).”