CT-7100

Vannatta, R. A., & Fordham, N. (2004). Teacher dispositions as predictors of classroom technology use. Journal of Research on Technology in Education, 36(3), 253–271.
This study utilized the Teacher Attribute Survey to measure dispositions and predict classroom technology use among K-12 teachers. Openness to change was one of the key indicators for using technology in the classroom.

Maas, M. J., & Hughes, J. M. (2020). Virtual, augmented and mixed reality in K–12 education: a review of the literature. Technology, Pedagogy & Education, 29(2), 231-251.
A literature review of research on the use of mixed reality, virtual, and augmented, and technologies in K-12 instruction. Themes related to student learning as well as learner motivation and engagement are discussed.

Richardson, W. (2019). Sparking student agency with technology: Why should kids have to wait until after school to do amazing things with technology? Educational Leadership, 76(5), 12–18.
This article advocates for a deeper understanding of agency and how technology supports student agency in the classroom.

Tomlinson, C. (2019). Diving beneath the surface: Using ed tech effectively requires a second-order change. Educational Leadership, 76(5), 88–89.
The author lays out a five-step process of transformation for educator professional growth in technology integration.

Pulham, E., & Graham, C. R. (2018). Comparing K-12 online and blended teaching competencies: a literature review. Distance Education, 39(3), 411–432.
A synthesis of research and reports comparing K-12 teaching competencies for blending and online teaching. Dispositions is one of the seven themes identified.

Gullen, K., & Sheldon, T. (2014). Synergy sparks digital literacy: Redefined roles create new possibilities for teachers and students. Journal of Staff Development, 35(2), 36–39.
The authors of this article suggest the constant development of new technologies requires dispositions of curiosity and willingness to explore and try out new innovations. They ask how educators can develop this capacity in themselves as well as cultivate and grow these dispositions in students.

Gunter, G. A., & Reeves, J. L. (2017). Online professional development embedded with mobile learning: An examination of teachers’ attitudes, engagement and dispositions. British Journal of Educational Technology, 48(6), 1305–1317.
This mixed-methods study looks at the dispositions of educators toward mobile learning and integration of technology into the curriculum. The purpose of this study is to determine an approach to high-quality professional development for preparing teachers to embed technology into teaching and learning.