Teachers' views play a big role in whether they use new technology in their classrooms. These views affect how they feel about technology, what they believe it can do, and how they behave when trying to use it. Let's break down how this works:

Beliefs About Technology

• What Teachers Believe:
  • Teachers see new tech through their own beliefs. If they think that technology helps students learn better, they are more likely to use it. But if they doubt its usefulness, they might avoid it.
  • Research shows that when teachers think technology is good for engaging students, they are more likely to include it in their lessons. A study by Ertmer in 1999 found that teachers who believed in technology's power were more open to trying new tools.

Levels of Technology Skills

• Confidence in Technology Use:
  • How good teachers feel using technology affects their willingness to use it in their teaching. If they are comfortable with tech, they will likely try out new educational tools.
  • Training programs are really important for helping teachers build these skills. Studies suggest that continuous training can help teachers feel more confident. According to Tondeur and others in 2017, as teachers learn more about technology, they tend to have a better attitude toward using it in their classrooms.

Personal Experiences with Technology

• Past Experiences Matter:
  • A teacher's past with technology shapes how they see new tools. Positive experiences can inspire them to try new things. On the other hand, negative experiences might make them hesitant.
  • Research, like the one by O’Leary in 2019, shows that teachers who successfully use technology are more likely to have a positive view of new technology. This helps create a safe learning space where they feel okay experimenting with new tools.

Influence of School Culture

• The School Environment:
  • The culture at school has a huge impact on teachers' attitudes. A supportive school that encourages innovation and provides resources helps teachers feel good about using technology.
  • A positive school culture, where teachers work together and share ideas about technology, can encourage them to try out new tools. However, if a school resists change, teachers may feel isolated and less willing to engage with new technologies.

Influence from Peers

• Friends and Colleagues:
  • Relationships with other teachers can also shape how they view technology. When teachers work together and share their successes, it can boost their confidence in trying new technology.
  • A study by Hew and Brush in 2007 showed that teachers who are part of a community that uses technology are more likely to see its benefits and feel inspired to use it themselves.

Outside Effects

• External Pressures:
  • Rules and tests set by education systems can affect how teachers view technology. If teachers think that using technology can help their students do better on tests, they are more likely to use it.
  • However, if technology seems unimportant or just adds extra work, teachers may not want to adopt it.

Conclusion

In summary, teachers' views are critical when deciding to use new educational technology. Understanding what influences these views—like beliefs, skills, experiences, school culture, peers, and outside pressures—can help improve technology use in classrooms.

When teachers have a positive outlook on technology, they're more willing to use and adapt it, which leads to ongoing improvement in teaching methods. Research shows that addressing these factors can help schools better integrate technology. When teachers embrace technology positively, it creates a better learning environment, benefiting both them and their students.

Recognizing and nurturing teachers' perceptions about educational technology should be a top priority. As technology keeps changing, understanding how to positively influence teachers' views will be essential for making the most of new tools for educators and students.