What is it about?

Teachers with constructivist-oriented pedagogical beliefs were significantly more likely to use IWBs than transmission-oriented teachers. However, the strongest determinant of usage was whether the technology is immediately accessible in the classroom or not. We also found stages of concern about the technology to be a strong predictor of adoption.

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Why is it important?

No previous studies have examined these factors in conjunction. The methodology is unique in using a best-worst scaling ('maxdiff') approach to the measure of stages of concern along with a structural equation model (SEM) to test the framework.


Many stakeholders (e.g. government funders; principals; scholars) have debated how to increase technology adoption. This suggests proximity to the technology is imperative, but support for moving teachers through their stages of concern is another. The debate also is interesting in recognising that is it is constructivist teachers who are predicted to use the technology moreso than those with transmission-orientations.

Professor Paul F Burke
University of Technology Sydney

Read the Original

This page is a summary of: Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption, Technology Pedagogy and Education, October 2017, Taylor & Francis,
DOI: 10.1080/1475939x.2017.1387602.
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