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Risk-aversion: Understanding teachers’ resistance to technology integration

Journal Article


Abstract


  • Teachers who do not integrate technology are often labelled as ‘resistant’ to change. Yet, considerable uncertainties remain about appropriate uses and actual value of technology in teaching and learning, which can make integration and change seem risky. The purpose of this article is to explore the nature of teachers’ analytical and affective risk perceptions, and how these influence decisions to integrate technology in their teaching practice. These ideas are explored through an in-depth qualitative analysis of teacher interviews focusing on experiences with, and beliefs about, technology and teaching. Results suggest decisions to integrate technology in teaching are influenced by negative affective responses to technology, general risk-aversion in teaching, and the perceived value of technology in teaching. The risk analysis framework and findings presented in this paper can be used to support communication with teachers to minimise perceived risks and, where appropriate, help support future technology use.

Publication Date


  • 2013

Citation


  • Howard, S. K. (2013). Risk-aversion: Understanding teachers’ resistance to technology integration. Technology, Pedagogy and Education, 22 (3), 357-372.

Scopus Eid


  • 2-s2.0-84885189824

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/597

Has Global Citation Frequency


Number Of Pages


  • 15

Start Page


  • 357

End Page


  • 372

Volume


  • 22

Issue


  • 3

Place Of Publication


  • United Kingdom

Abstract


  • Teachers who do not integrate technology are often labelled as ‘resistant’ to change. Yet, considerable uncertainties remain about appropriate uses and actual value of technology in teaching and learning, which can make integration and change seem risky. The purpose of this article is to explore the nature of teachers’ analytical and affective risk perceptions, and how these influence decisions to integrate technology in their teaching practice. These ideas are explored through an in-depth qualitative analysis of teacher interviews focusing on experiences with, and beliefs about, technology and teaching. Results suggest decisions to integrate technology in teaching are influenced by negative affective responses to technology, general risk-aversion in teaching, and the perceived value of technology in teaching. The risk analysis framework and findings presented in this paper can be used to support communication with teachers to minimise perceived risks and, where appropriate, help support future technology use.

Publication Date


  • 2013

Citation


  • Howard, S. K. (2013). Risk-aversion: Understanding teachers’ resistance to technology integration. Technology, Pedagogy and Education, 22 (3), 357-372.

Scopus Eid


  • 2-s2.0-84885189824

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/597

Has Global Citation Frequency


Number Of Pages


  • 15

Start Page


  • 357

End Page


  • 372

Volume


  • 22

Issue


  • 3

Place Of Publication


  • United Kingdom