Summary
This study provided further evidence that concerns can provide useful insight into reasons for the continuing resistance to changes involving technology. “Teacher resistance to change is primarily due to their concerns regarding the influence of instructional technology integration on their preparation, beliefs, and values (Wetzel, 2002, p. 43). Within the Concerns-Based Adoption Model, school leaders can identify teachers’ concerns and use the data to design professional development that will lead them forward.
Teachers who expressed higher-level concerns toward technology also described their classroom practices as being more constructivist in nature. Teachers’ classroom behaviors reflect their beliefs about the nature of teaching and learning (Pajares, 1992). Professional development opportunities that encourage teachers to reflect on the relationship between their own beliefs about successful instructional practices and the theoretical benefits of an innovation such as the use of technology can reduce the perception of incompatibility and increase the likelihood of effective use of technology (Koszalka, 2003).