https://orcid.org/0000-0001-5778-7607
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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.
Disclosure of interest
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Jessa Henderson
Jessa Henderson is a PhD student with the Human-Technology Collaboration, Cross-Disciplinary Research Team at George Washington University. Prior to her PhD pursuits, she was a public school, National Board Certified Teacher and Technology Integration Specialist.
Michael Corry
Dr Michael Corry is a Professor of Educational Technology at George Washington University. His research interests include distance learning design, theory, practice and policy, faculty development using technology, e-learning, the integration of technology into K–12 and higher education settings, instructional design and human–computer interaction. He is heavily involved with the Educational Technology Leadership programme, the Center for the Advancement of Research in Distance Education and the George Washington University Online High School.