A Four-Year Study of Teachers’ Attitudes toward Technology Integration in Schools
Abstract: This study was designed to examine the current trend and pattern of teachers’ concerns about technology integration over four years. Two hundred and seventy-five in-service teachers in two graduate courses participated in the study at a midwestern state university in 2004-2007. The Stages of Concerns (SoC) Questionnaire (Hall, George, & Rutherford, 1977) was used to assess teachers’ seven stages of concern: Awareness, Informal, Personal, Management, Consequence, Collaboration, and Refocusing. This study found that: (1) teachers’ concerns as a whole were very intense in the stages of Informational, Personal, and Refocusing; (2) there were significant statistical differences in teachers’ concerns in most stages of concern among three different users levels; and (3) the concern profile for each of the three user groups did not support Hall et al’s hypothesis regarding the development of stages of concern for the three different user groups—inexperienced, experienced, and renewing. Implications are discussed.
Presider: Maribeth Montgomery Kasik, Governors State University