"Cultures in negotiation": teachers' acceptance/resistance attitudes considering the infusion of technology into schools

By Stavros N. Demetriadis, A. Barbas, A. Molohides, G. Palaigeorgiou, D. Psillos, Ioannis P. Vlahavas, Ioannis A. Tsoukalas, Andreas S. Pomportsis. Comput. Educ., 2003

296 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/2bd0e53b08dad40765fb977a6acda502bc63ba2d

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Citations in the corpus

Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change (2005, background): “A recent Greek study confirms that teachers cautiously adapt the use of ICT to the traditional teacher-centred mode of teaching, which is strongly connected to the established examination system (Demetriadis et al., 2003).”
Does ICT contribute to powerful learning environments in primary education? (2005, background): “Demetriadis et al. (2003) concluded that teachers are strongly oriented towards fulfilling the established school instructional targets.”
A path analysis of pre-service teachers' attitudes to computer use: applying and extending the technology acceptance model in an educational context (2010, unknown): “From another perspective, Demetriadis et al. (2003) attributed diﬃculties in the use of technology that have resulted in cancellation of the expected beneﬁts from technology integration to teachers’ attitude to ICT use.”
Primary school students' perceptions of interactive whiteboards (2005, unknown): “(Demetriadis et al. 2003; Tearle & Dillon 2003; Wood 2003).”
Factors Affecting Teachers' Use of Information and Communication Technology. (2009, background): “Such links enable the development of a more authentic and contextualized approach to learning supported by ICT tools (Demetriadis et al., 2003).”
Higher Education Future in the Era of Digital Transformation (2022, background): “…this issue, they frequently function in a dysfunctional manner, acting more as institutions with the social purpose of qualifying professionals both technologically and as community members than as institutions with the public purpose of acting as certiﬁcations of knowledge and experience [36].”
The impact of primary school teachers' educational beliefs on the classroom use of computers (2008, background): “In search of antecedents of computer use, many studies focussed thus far on teacher attitudes, computer self-efficacy and computer proficiency (e.g., Albirini, 2006; Demetriadis et al., 2003; van Braak, Tondeur, & Valcke, 2004).”