Proceedings of the 10th European Conference on e-Learning vol:1-2 pages:811-819
ECEL edition:2011 location:Brighton date:10-11 Nov 2011
Results from two surveys taken in secondary schools throughout Belgium and the UK, and many individual findings in existing literature, point towards the fact that there are not only a number of factors influencing the successful implementation of educational technology, but also that the power of these factors can have defining effects on the behaviour of teachers towards the technology and its educational use. Rather than describing the actual research done, this paper intends to propose a theoretical framework to apply to the dynamics of the adoption process of new technology in learning by teachers, as formed by the results of the qualitative and quantitative data of the research and its comparison to existing literature. The adoption process takes the form of a spiral, and teachers are defined by the movement on that spiral path according to the influence of three inner and four environmental factors. The primary purpose of this paper is to provide anyone active in the field of education with a useful tool to assess risks during the integration of new technology in an educational setting, but especially to raise awareness of the danger of a downward spiral, which not only undermines our investment of time and money into these promising new technologies, but which also puts the learners at a great disadvantage when providing useful tools for their benefit which are, in the end, not fully or even wrongly used.