Veteran Teachers' Resistance Factors to Technology Usage in the Face of Change in the Secondary Classroom in Northwest Alabama

Autor/inn/en	Aldridge, Elyse; Witherspoon, Monique Gardner
Titel	Veteran Teachers' Resistance Factors to Technology Usage in the Face of Change in the Secondary Classroom in Northwest Alabama
Quelle	In: Alabama Journal of Educational Leadership, 10 (2023), S.99-116 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-8115
Schlagwörter	Experienced Teachers; Educational Change; Resistance to Change; Technology Uses in Education; Secondary School Teachers; Faculty Development; Barriers; Alabama + Suchen Sie Ihr Suchwort? Bildungsreform; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Technology has inserted itself into everyday life. This includes the classroom and instructional practices; however, veteran teachers face unique circumstances with technology. Veteran teachers are looking for leadership in the face of current technological changes. Using a descriptive qualitative approach, we examined the current use of technology in veteran teachers' classrooms in rural Northwest Alabama. Forty veteran teachers answered an online survey about their perceptions of technology in daily instruction, and 12 were selected via purposeful sampling to complete an interview to expound on the survey responses. Findings revealed that these veteran teachers wanted more administrative support, copious yet practical professional development sessions, and removing as many barriers as possible. (As Provided).
Anmerkungen	Alabama Association of Professors of Educational Administration. P.O. Box 8368, Dothan, AL 36304. Tel: 334-983-6556 ext. 1-350; Fax: 334-556-1053; Web site: https://sites.google.com/site/aapelorg/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01