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An Integral Analysis of Teachers' Attitudes and Perspectives on the Integration of Technology in Teaching

An Integral Analysis of Teachers' Attitudes and Perspectives on the Integration of Technology in Teaching

David Ikenouye, Veronika Bohac Clarke
Copyright: © 2018 |Pages: 27
ISBN13: 9781522552017|ISBN10: 1522552014|EISBN13: 9781522552024
DOI: 10.4018/978-1-5225-5201-7.ch057
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MLA

Ikenouye, David, and Veronika Bohac Clarke. "An Integral Analysis of Teachers' Attitudes and Perspectives on the Integration of Technology in Teaching." Technology Adoption and Social Issues: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 1246-1272. https://doi.org/10.4018/978-1-5225-5201-7.ch057

APA

Ikenouye, D. & Clarke, V. B. (2018). An Integral Analysis of Teachers' Attitudes and Perspectives on the Integration of Technology in Teaching. In I. Management Association (Ed.), Technology Adoption and Social Issues: Concepts, Methodologies, Tools, and Applications (pp. 1246-1272). IGI Global. https://doi.org/10.4018/978-1-5225-5201-7.ch057

Chicago

Ikenouye, David, and Veronika Bohac Clarke. "An Integral Analysis of Teachers' Attitudes and Perspectives on the Integration of Technology in Teaching." In Technology Adoption and Social Issues: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1246-1272. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5201-7.ch057

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Abstract

This chapters explores teachers' attitudes toward, and integration of, technology from multiple perspectives. In order to gain a rich and contextualized understanding of how teachers genuinely use technology in the classroom, Wilber's (2006) Integral methodological pluralism was used as a framework to orient the study, to organize the research questions and to provide the conceptual framework for the research methodology. Four research questions were addressed in this study: (1) What is the influence of policies on teachers' use of technology? (2) What influence does the technology infrastructure have on teachers using technology? (3) What do teachers believe and think about technology? (4) What is the technological culture that teachers' experience? This chapter is an overview of the analysis of the differing and sometimes conflicting practices, beliefs and views on the adoption of technology in the classroom, from the four quadrant perspectives of the Integral Model.

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