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Teachers’ pedagogical beliefs and their use of digital media in classrooms

Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations
Erstpublikation in: Computers & Education 58 (2012) 1351-1359
Publikationsdatum:
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Dominik PetkoThe ‘will, skill, tool’ model is a well-established theoretical framework that elucidates the conditions under which teachers are most likely to employ information and communication technologies (ICT) in the classroom. Past studies have shown that these three factors explain a very high degree of variance in the frequency of classroom ICT use. The present study replicates past findings using a different set of measures and hones in on possible subfactors. Furthermore, the study examines teacher affiliation for constructivist-style teaching, which is often considered to facilitate the pedagogical use of digital media. The study’s survey of 357 Swiss secondary school teachers reveals significant positive correlations between will, skill, and tool variables and the combined frequency and diversity of technology use in teaching. A multiple linear regression model was used to identify relevant subfactors. Five factors account for a total of 60% of the explained variance in the intensity of classroom ICT use. Computer and Internet applications are more often used by teachers in the classroom when:
  1. teachers consider themselves to be more competent in using ICT for teaching;
  2. more computers are readily available;
  3. the teacher is a form teacher and responsible for the class;
  4. the teacher is more convinced that computers improve student learning; and
  5. the teacher more often employs constructivist forms of teaching and learning. The impact of constructivist teaching was small, however.
Von Dominik Petko im Text Teachers’ pedagogical beliefs and their use of digital media in classrooms (2011)

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Personen
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Ronald E. Anderson, Jean-Luc Barras, Henry Becker, Johan van Braak, Jerome S. Bruner, Rhonda Christensen, Richard E. Clark, Thomas M. Duffy, Peggy A. Ertmer, Chris Falzon, Ricky Fluke, Ian Hall, R. Hancock, R. Hermans, Steve Higgins, Tobias Hüsing, David H. Jonassen, Paul A. Kirschner, Gerald Knezek, Matthew J. Koehler, Werner B. Korte, Robert B. Kozma, Punya Mishra, David Moseley, W. J. Pelgrum, Dominik Petko, D. S. Rychen, L. H. Salganik, A. Shoho, Heather J. Smith, Fay Smith, John Sweller, Jo Tondeur, Martin Valcke, Cesáreo Morales Velázquez, Joke Voogt, Kate Wall

Fragen
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Warum wird ICT in der Bildung nicht stärker genutzt?

Begriffe
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Digitalisierung, Lernenlearning, teacher beliefsteacher beliefs, Will, Skill, Tool - ModelWill, Skill, Tool - Model
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Bücher
Jahr UmschlagTitelAbrufeIBOBKBLB
1992  Constructivism and the technology of instruction (Thomas M. Duffy, David H. Jonassen) 1, 4, 5, 3, 7, 4, 4, 8, 5, 12, 7, 4903342216
1996Computers in the classroom (David H. Jonassen) 1, 1, 2, 4, 2, 1, 6, 8, 3, 6, 13, 325103805
1996The Culture of Education (Jerome S. Bruner) 15000
1999    ICT and the Emerging Paradigm for Life-long Learning1, 2, 1, 2, 3, 1, 2, 4, 6, 4, 3, 51325168
2003Key Competencies for a Successful Life and a Well-Functioning Society (D. S. Rychen, L. H. Salganik) 1, 2, 2, 3, 2, 2, 3, 8, 4, 6, 4, 41124365
2003Technology, Innovation, and Educational Change (Robert B. Kozma) 24000
2005    Embedding ICT In The Literacy And Numeracy Strategies (Steve Higgins, Chris Falzon, Ian Hall, David Moseley, Fay Smith, Heather J. Smith, Kate Wall) 2, 6, 1, 2, 2, 2, 2, 6, 8, 6, 3, 3573130
2006    Benchmarking Access and Use of ICT in European Schools 2006 (Werner B. Korte, Tobias Hüsing) 1, 1, 1, 3, 3, 2, 1, 8, 6, 4, 3, 11221177
2006    Cross-Cultural Validation of the Will, Skill, Tool Model of Technology Integration (Cesáreo Morales Velázquez) 2, 4, 2, 2, 3, 1, 3, 8, 3, 10, 4, 4694164
2007  ICT und Bildung: Hype oder Umbruch?12, 8, 10, 6, 9, 9, 11, 24, 13, 28, 12, 9485791073
2008    Pedagogy and ICT Use in Schools around the World2, 1, 1, 1, 1, 1, 1, 4, 4, 10, 4, 1231120
2009International Handbook of Information Technology in Primary and Secondary Education (Joke Voogt, Gerald Knezek) 6, 7, 11, 3, 9, 7, 8, 20, 10, 28, 16, 2913220929462
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Texte
Jahr UmschlagTitelAbrufeIBOBKBLB
   The impact of primary school teachers’ educational beliefs on the classroom use of computers (R. Hermans, Jo Tondeur, Johan van Braak, Martin Valcke) 1, 2, 2, 3, 1, 3, 2, 10, 3, 6, 4, 29142106
1992Constructivism (Thomas M. Duffy, David H. Jonassen) 13300
1994    How Exemplary Computer-Using Teachers Differ From Other Teachers (Henry Becker) 6, 4, 1, 2, 3, 2, 3, 6, 6, 4, 3, 3873610
2000Toward a structural model of technology integration (Gerald Knezek, Rhonda Christensen, R. Hancock, A. Shoho) 2, 1, 2, 5, 1, 1, 3, 1, 4, 6, 2, 4614115
2001    Obstacles to the integration of ICT in education (W. J. Pelgrum) 2, 2, 6, 1, 1, 1, 2, 6, 1, 4, 6, 21242146
2003    Testing a Will, Skill, Tool Model of Technology Integration (Gerald Knezek, Rhonda Christensen, Ricky Fluke) 3, 4, 4, 5, 3, 3, 4, 8, 1, 10, 3, 6656165
2005    Teacher pedagogical beliefs (Peggy A. Ertmer) 1, 2, 2, 3, 1, 3, 2, 10, 1, 4, 3, 41864193
2006    Why Minimal Guidance During Instruction Does Not Work (Paul A. Kirschner, John Sweller, Richard E. Clark) 1, 3, 4, 4, 4, 2, 4, 5, 10, 6, 89, 621206579
2006    Technological Pedagogical Content Knowledge (Punya Mishra, Matthew J. Koehler) 2, 4, 8, 17, 23, 7, 6, 10, 1, 6, 7, 831288455
2007    Computer und Internet in Schweizer Schulen (Jean-Luc Barras, Dominik Petko) 6, 7, 5, 6, 5, 5, 5, 12, 9, 18, 7, 23452923851

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