"This project used qualitative research methodology to explore teacher motivation for integrating or resisting technology innovation through a lens of Expectancy Value Theory (EVT). Case study methodology explored the research question, 'What motivates teachers to integrate or resist technology innovation in a school moving toward one-to-one devices?' Two teachers with which the researcher had a prior professional relationship participated in a series of multiple interviews and observations during one instructional content unit for a period of two weeks each. Collection of artifacts including lesson plans, student work samples, blank assignments, classroom photographs, and policy documents contributed acted as data sources as well. Methods including triangulation of data, thick, rich description, member checking, secondary coding, and bracketing were all used to maintain the quality and rigor of the research. Coding of the data revealed the following major themes for one or both teachers: the complexity of motivation, the influence of beliefs, the role of technology, and the universal limitation of time. Examination across cases revealed major influences to teacher motivation to be complex and highly related to individual beliefs and attitudes with an awareness of time management. Areas of future research could address the nature of these entangled relationships, the maximization of time management for innovation, identification and minimization to the barriers of technology, and improving the quality of innovation and integration through a better understanding of the teacher's perspective."--Page ii.
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