An Analysis of the Influence of Technology Training on Teacher Stages of Concern Regarding the Use of Instructional Technology in Schools

AbstractThis study examined how PK–12 teachers’ concerns about instructional technology relate to the technology training they have received. Teachers’ concerns were measured using the Stages of Concern Questionnaire and were examined in relation to the types and amounts of training they received and demographic information. The study used quantitative components with descriptive and correlational research designs. The three of the highest levels of concern: Management, Consequence, and Collaboration have strong relationships with technology integration training. Significantly, no other aspect of technology training showed a relationship to teacher stages of concern regarding the use of instructional technology. Findings also indicated that the longer teachers work with technology, the more comfortable they appear to be with that technology and, therefore, more likely they will be to use it effectively.