What makes technology “risky”?: An exploration of teachers’ perceived risk in the context of technology integration
This paper presents an exploration of teachers’ perceptions of risks related to technology integration in teaching. As teachers implement new teaching practices they take risks. Developing an understanding of teachers’ perceived risks related to technology integration could help make technology‐related change initiatives more effective. Data on teachers’ risk perceptions was collected over one year in the United States and Australia through a mixedmethods design. It was found that teachers perceived similar risks when considering technology integration, but that these risk perceptions varied in intensity depending on teachers’ beliefs regarding technology’s role in teaching and their conception of quality teaching. This trend suggests implications for targeted technology integration change initiatives and related teacher training.