A long history of psychological research supports the argument that an individual is more likely to perform a behaviour when there is a high probability of a positive outcomes. See for example the work of Ajzen and Madden (1986) or Doll and Ajzen (1992). Teachers will only adopt new technology if they can see the benefits and are convinced something can be improved or enriched.
Perhaps even more important is the issue of professional practice. If teachers see no need to question or challenge their own practices, another barrier to the adoption of change arises. Reflection on practice is therefore a vital component in change management.
Put the political issues (such as regulation of activities and bans on the use of certain technology in schools) to one side for a moment. Do the same with the technical issues such as lack of bandwidth or hardware, or human issues such as lack of knowledge or skill. These have an impact on the success of technology integration in schools, but by far the biggest barrier to change lies inside the head the teacher.
More on change management in schools next time.
Ajzen, I. and Madden, T. (1986) Prediction of goal-directed behaviour: Attitudes, intentions and perceived behavioural control. Journal of Experimental Social Psychology, 22, 453-474.
Doll, J. and Azjen I. (1992) Accessibility and stability of predictors in the theory of planned behaviour. Journal of Personality and Social Behaviour, 63 (5), 754-765.
Photo by Steve Wheeler
Teacher beliefs by Steve Wheeler is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at steve-wheeler.blogspot.com.