Implementing Computer Technologies: Teachers' Perceptions and Practices

By Lori Wozney, Vivek Venkatesh, Philip C. Abrami. 2006

618 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f96430117af5754f0ed3734c965340e096be84a5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Interaction in distance education and online learning: using evidence and theory to improve practice (2011, methodology): “For example, Wozney et al. (2006) used expectancy theory to explain teacher integration of technology.”
Teacher Technology Change (2010, background): “In a survey of 764 teachers, Wozney, Venkatesh, and Abrami (2006) found that one of the two greatest predictors of teachers’ technology use was their confidence that they could achieve instructional goals using technology.”
Factors affecting technology integration in K-12 classrooms: a path model (2010, methodology): “According to the model, technology integration was hypothesized to be directly influenced by all variables used in the model (Baylor and Ritchie 2002; Becker and Ravitz 2001; Hernandez-Ramos 2005; Mumtaz 2005; Nachmias et al. 2004; O'Dwyer et al. 2004; Wozney et al. 2006).”
The beliefs behind the teacher that influences their ICT practices (2012, background): “Teacher beliefs about learning and teaching are critical factors in how ICT is actualised in the classroom (Becker, 2000; Cox, Webb, Abbott, Blankely, Beauchamp, Rhodes, 2004; Orlando, 2009; Wozney, VenKatherinesh, & Abrami, 2006).”
Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature (2012, background): “…whether beginner or experienced, ICTrelated training programs develop teachers' competences in computer use (Bauer & Kenton, 2005; Franklin, 2007; Wozney et al., 2006), influence teachers' attitudes towards computers (Hew and Brush, 2007; Keengwe and Onchwari, 2008) as well as assisting teachers…”
Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration (2008, methodology): “Wozney et al. (2006) used cost-expectancy theory to explain how individual teacher characteristics and environmental variables influence computer integration.”
Blended Learning in Higher Education: Three Different Design Approaches. (2014, background): “Wozney, Venkatesh, and Abrami (2006) found that one of the greatest factors that influence teachers’ technology integration was their confidence that this technology could help them to better achieve instructional goals.”