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Tietokoneet perusopetuksen opettajan arkipäivässä: Opettajien työhyvinvoinnin, työuupumuksen ja koulun tietostrategioiden vaikutukset teknologia-asenteeseen

Research output: MonographDoctoral Thesis

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Translated title of the contributionTietokoneet perusopetuksen opettajan arkipäivässä: Opettajien työhyvinvoinnin, työuupumuksen ja koulun tietostrategioiden vaikutukset teknologia-asenteeseen
Original languageFinnish
PublisherTampere University of Technology
Number of pages255
ISBN (Electronic)978-952-15-2123-2
ISBN (Print)978-952-15-2050-1
StatePublished - 31 Oct 2008
Publication typeG4 Doctoral dissertation (monograph)

Publication series

NameTampere University of Technology. Publication
PublisherTampere University of Technology
Volume761
ISSN (Print)1459-2045

Abstract

According to PISA 2004 results the use of technology and computers in Finnish primary schools has diminished. This thesis approaches the problems of primary school technology usage from teachers point of view. Main theme of this thesis lies in teachers’ attitudes towards computers. Teachers attitudes towards computers are measured with teachers’ technology acceptance and the results of technology acceptance are compared with teachers’ experiences of burnout and experiences of well being in teachers work. Teachers’ technology acceptance is also compared with the quality and scale of schools information strategy. Research was conducted with multiple research methods. Research methods of this thesis were: webquestionnaire (n=2660), traditional paper questionnaire (n=210), interviews of professionals and qualitative analysis of school information strategy(n=352). Instruments of the research are theoretically based on technology acceptance model (TAM) (Davis, 1989.), threedimensional model of teacher burnout (Maslach, 1981.) and on flow theory (Csikszentmihalyi, 1991.). The main objective of the thesis is to explore primary school teachers work and find connections between teachers’ technology acceptance and characteristics of teachers’ work. The results will help to develop the technology planning and effective teachers and pupils technology use in Finnish primary schools. Thesis is part of Tampere University of Technology’s research project “Effects of new technology to primary school teacher's work”, funded by Finnish Work Environment Fund. The research was conducted in Tampere University of Technology, Pori Unit’s Advanced Multimedia Center, during years 2005 - 2007. Main results of the thesis are involved with the structure of teachers’ technology acceptance. Teachers’ future use of computers is predicted far more strongly by the teachers’ perceived usefulness of computers than with teachers’ perceived ease of computer use. Therefore in future’s technology training the pedagogical use models should be emphasized instead of technical skills. Results also show that teachers’ burnout and use of technology are not connected. However the teachers’ well-being had strong connections with teachers’ technology acceptance. Teachers who use technology are also experiencing more flow experiences in their everyday work than colleagues who are not using the technology. Technology itself does not cause burnout in teachers. Instead the use of technology and teachers’ flow experiences are connected. Results also indicated that nor quality or scale of schools information strategy have any kind of significance on teachers’ technology use. Both formulation and implementation process of school information strategies have more or less failed. Therefore thesis suggests new teacher based model for schools information strategy and curriculum formulation and implementation processes.

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