A case for adapting and applying continuance theory to education: Understanding the role of student feedback in motivating teachers to persist with including digital technologies in learning
Wright, N. (2015). A case for adapting and applying continuance theory to education: Understanding the role of student feedback in motivating teachers to persist with including digital technologies in learning. Teachers and Teaching: Theory and Practice, 21(4), 459–471. http://doi.org/10.1080/13540602.2014.969105
Permanent Research Commons link: https://hdl.handle.net/10289/10507
In New Zealand schools, the adoption and persistent use of digital tools to aid learning is a growing but uneven, trend, often linked to the practices of early adopters and/or robust wifi infrastructure. The Technology Adoption Model is used internationally to gauge levels of uptake of technological tools, particularly in commerce and also in education. However, this model is inadequate when it is used to attribute reasons for teachers adopting technologies for learning. This article offers an alternative view to understanding why teachers continue using digital technologies for learning. It focuses on the role of student voice and teachers’ pedagogical purposes as motivators, even when teachers have technological hurdles to overcome. The article engages with continuance theory as a lens for understanding these motivations via a qualitative thematic analysis of Moodle postings made by a 2012 cohort of initial teacher education students. The intention is to signpost ideas that might better explain teachers’ continued use of digital technologies in classrooms even if conditions for use are not optimal.
Taylor & Francis (Routledge)
This is an author’s accepted version of an article published in the journal: Teachers and Teaching: Theory and Practice. © 2015 Taylor & Francis.
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