Teacher Readiness to Implement Technology Innovations

Charles B. Hodges*, Theresa A. Cullen**
* Instructional Technology, Georgia Southern University, Statesboro, Georgia, United States.
** Arkansas Tech University, Russellville, Arkansas, United States.
Periodicity:September - November'2020
DOI : https://doi.org/10.26634/jsch.16.2.17539


This paper is a report of a cross sectional survey study of teacher readiness to implement technology initiatives in their schools. The sample of participants in the study has been comparable, with respect to gender, to national data on teachers in the United States. The technology initiatives reported are reflective of current market trends in the United States. Teachers' involvement in the planning of a technology initiative and their participation in professional development for that initiative were investigated with respect to their beliefs of feasibility, buy-in, and staff support for the initiative. The findings indicate that teachers who were involved in the planning of the initiative had more positive beliefs of the feasibility, buy-in, and staff support about the initiative. Training, either completed or plans for future training, enhanced teacher beliefs regarding staff support for the initiatives.


Technology Integration, Teachers and Technology, School Technology Initiatives, Educational Technology

How to Cite this Article?

Hodges, C. B., and Cullen, T. A. (2020). Teacher Readiness to Implement Technology Innovations. i-manager's School Educational Technology, 16(2), 1-8. https://doi.org/10.26634/jsch.16.2.17539


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