Abstract
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.
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