Thrust into Technology: How Veteran Teachers Respond

By Rick Snoeyink, Peggy A. Ertmer. 2001

310 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/59156eb806d0287bc62733a8e5c5b4ea73eae2b8

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Citations in the corpus

A review of the research literature on barriers to the uptake of ICT by teachers. (2004, background): “Snoeyink and Ertmer (2001) found that teachers who tried to carry out a task on a computer, but who were unsuccessful due to technical problems, would then avoid using the computer for several days.”
Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2007, background): “Lack of specific technology knowledge and skills is one of the common reasons given by teachers for not using technology (Snoeyink & Ertmer, 2001/2; Williams, Coles, Wilson, Richardson, & Tuson, 2000).”
Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics (2021, background): “The lack of digital skills is one of the teachers’ common reasons for not using technology and a major barrier to technology integration (Snoeyink and Ertmer 2001; Williams et al. 2000).”
Teacher Technology Change (2010, background): “A number of suggestions for building computer or technology self-efficacy are offered in the literature: • Giving teachers time to play with the technology (Somekh, 2008) • Focusing new uses on teachers’ immediate needs (Kanaya, Light, & Culp, 2005; Zhao & Cziko, 2001) • Starting with small successf”
Multimedia tools in the teaching and learning processes: A systematic review (2020, background): “In some ﬁ ndings, some respondents perceived no bene ﬁ ts (Mumtaz, 2000; Snoeyink and Ertmer, 2001; Yuen and Ma, 2002).”
Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery (2008, background): “…& Cooper, 2000); teachers’ resistance to change in general (Jones, 2004) and their willingness to change their long-standing pedagogical practices (Snoeyink & Ertmer, 2001) and classroom role (Hardy, 1998); teachers’ confidence to incorporate innovation and their commitment to the innovation…”
The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy (2005, background): “Providing content connections may be more successful due to its implicit or explicit reference to teachers’ subject matter knowledge and the content they teach, for teachers report a desire for grade-specific content and curriculum integration ideas (Snoeyink & Ertmer, 2001/2002).”
Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh (2012, background): “According to Snoeyink and Ertmer (2001), first order barriers include lack of equipment, unreliability of equipment, lack of technical support and other resource-related issues.”
Computer Technology Integration and Student Learning: Barriers and Promise (2008, background): “According to Snoeyink and Ertmer (2001), firstorder barriers include lack of equipment, unreliability of”