Volume Two - Academic Conferences

Caroline Stockman and Fred Truyen
subsequential factors which have their effect once they come into play. Each of these factors does not
play an absolute role in itself; but they all influence the behaviour of the teachers in an upwards or
downwards movement, if we consider the adoption process as a spiralling shape towards or away
from the integration of technology in the classroom.
The theoretical framework presented in this paper will hopefully provide educators and investors
worldwide with a useful tool for improvement. Even though the choice of educational technology was
different in the two surveys, the influencing factors are the same. Moreover, teachers in secondary
education react similarly under the influence of these factors, even though they are teaching in
different national settings. It is therefore possible to assume that we can internationally determine a
common approach to monitoring the adoption process and more importantly, influencing it into an
upwards movement. To do this, we must not only single out every factor, but be aware of the
dynamics of the spiral, noticing a downwards movement in time, and intervening with appropriate
solutions to reverse the development. Though some initial suggestions for interventions has been
made in this paper, further research into the effectiveness of these solutions is absolutely necessary
to make our investments worthwhile, and ensure learning outcomes for current and future
generations, with teachers as competent and confident agents of technological and educational
innovation.
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