Abstract
This survey research study examined the patterns of 200 Taiwan middle school teachers’ concern about Web 2.0 technology integration in instruction and identified relationships among teacher characteristics and the types of their concern. During the spring semester of 2013, the stages of concern (SoC) Questionnaire was adopted to assess teachers’ stages of concern. The findings indicated that teachers’ concern was most intense respectively in the informational, personal, and management stages. Regarding the relationship with personal characteristics, types of concern correlated with some types of teacher knowledge. Teacher characteristics such as levels of Web 2.0 usage in instruction, gender, and discipline areas predicted concern within different concern stages. Finally, several implications were indicated for future study and design of teacher professional development programs to ease teacher concern and increase the likelihood of teachers integrating technology into instruction.
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