Teacher acceptance of instructional technology and educational innovation
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Technology in the classroom in present day education is ubiquitous. Innovation in classrooms is needed to ensure students are adequately prepared for their future careers. As a result, school and educational leaders need to ensure that the technological tools educators have access to are being leveraged in innovative ways. This study gives educational leaders insights into the underlying teacher attitudes that may lead to such practices. Through a linear regression analysis, teacher attitudes around instructional technology using the self-efficacy and ease of use components of the Technology Acceptance Model 3 (TAM 3) were compared to instructional practice as observed through walkthrough using the Technology Integration Matrix (TIM). A significant positive correlation was found between teacher computer self-efficacy and perceptions of ease of use, and there was as a significant correlation, in turn, found between ease of use and the level of observed innovative practice. These findings may give leaders needed insights into how to foster innovative practice.
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Ed. D.