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.
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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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