Teacher Dispositions as Predictors of Classroom Technology Use

By Rachel A. Vannatta, Fordham Nancy. 2004

413 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/261aaa24ecfe43c26767f44a8eadeef2049ce249

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Citations in the corpus

Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature (2012, background): “According to Vannatta & Fordham (2004), teacher's time committed to teaching and amount of technology training are reliable factors of technology use in classroom.”
An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers (2011, background): “…have also found that the beliefs and attitudes of both inservice and preservice teachers concerning computers and technology explain and predict classroom technology use (Albion, 1999; Anderson & Maninger, 2007; Bull, 2009; Lee, Cerreto, & Lee, 2009; Marcinkiewicz, 1994; Vannatta & Fordham, 2004).”
Factors affecting technology integration in K-12 classrooms: a path model (2010, result): “The finding is in alignment with the abundance of previous research that suggests that the personal beliefs and dispositions of teachers may relate to technology integration in the classroom (Ertmer 2005; Jimoyiannisa and Komisb 2007; O’Dwyer et al. 2004; Vannatta and Fordham 2004).”
Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration (2008, background): “Indeed, Vannatta and Fordham (2004) identified the need for additional study of the complexity of the ''development of a skilled, reflective technology-using teacher " (p. 262) that includes random sampling of a large, heterogeneous sample and the inclusion of a variety of teacher attributes, both…”
Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development (2012, background): “Since teachers with strong beliefs are more likely to persist in their attempts to integrate technology (Ertmer & Ottenbreit-Leftwich, 2010; Ottenbreit-Leftwich et al., 2010; Vannatta & Fordham, 2004), it is difficult to assess the influence of participant's beliefs on the results of this study.”