ABSTRACT

Teachers are faced with fast-paced changes in educational practice and expectations as technology innovation continues over time. This rate of change may contribute to an increase in anxiety that impacts effective technology integration in the classroom. The authors examined peer-reviewed literature from 2008 to 2018 on teacher anxiety from technological change to gain a deeper understanding of the current status and direction of this topic from academic research communities. An in-depth analysis was conducted of 45 articles that focused on these variables in K–12 and higher education teacher populations. Articles were coded for logistical and thematic differences. Four themes emerged: (a) teacher conceptual change; (b) anxiety’s connection with other variables found to influence technology adoption; (c) emotion’s place within existing theoretical models; and (d) emotion’s influence on teacher adaptability.

摘要

随着技术创新的不断发展，教师面临着教育实践和期望的快节奏变化。这种变化速度可能会导致焦虑的增加，从而影响课堂中有效的技术整合。作者查阅了 2008 年至 2018 年有关教师因技术变革而焦虑的同行评审文献，以更深入地了解学术研究界对该主题的现状和方向。对 45 篇文章进行了深入分析，重点关注 K-12 和高等教育教师群体中的这些变量。文章根据后勤和主题差异进行编码。出现了四个主题：(a) 教师观念转变；(b) 焦虑与其他影响技术采用的变量的联系；(c) 情绪在现有理论模型中的地位；(d) 情绪对教师适应性的影响。