Factors leading to the adoption of a learning technology: The case of graphics calculators

Boris Handal*, Michael Cavanagh, Leigh Wood, Peter Petocz

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

11 Citations (Scopus)
25 Downloads (Pure)

Abstract

This paper reports on a case study which examined factors leading to the adoption of graphics calculators (GCs) by secondary mathematics teachers in the state of New South Wales, Australia. In total, 587 teachers of the General Mathematics Course (Years 11 and 12) participated in the study. The median teachers' stage of adoption of GCs was found to be at the "Understanding and application of the process" level, the third lowest on a six point scale. The results also indicate that competence is the most important factor in explaining stages of adoption, training the second most important, followed by personal interest in GCs as well as faculty support. Teachers' gender, teaching experience, educational qualifications and the number of GCs in schools were not found to be statistically significant. Qualitative analysis of teachers' open ended comments also shed light on the nature of the explanatory variables. The findings are relevant to curriculum development policy and the design of professional development programs, and has implications for the introduction of other technologies.

Original languageEnglish
Pages (from-to)343-360
Number of pages18
JournalAustralasian journal of educational technology
Volume27
Issue number2
Publication statusPublished - 2011

Bibliographical note

Copyright in individual articles contained in Australasian Journal of Educational Technology is vested in each of the authors in respect of his or her contributions. Copyright in AJET is vested in ASET (1985-86), AJET Publications (1987-1996), and ASCILITE and ASET (from 1997). Version archived for private and non-commercial use with the permission of the author and according to publisher conditions. For further rights please contact the publisher.

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