Teacher beliefs and technology integration practicesA critical relationship
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Zusammenfassungen
Early studies indicated that teachers’ enacted beliefs, particularly in terms of classroom technology
practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in
part, to a variety of external barriers that prevented teachers from using technology in ways that aligned
more closely with their beliefs. However, many of these barriers (access, support, etc.) have since been
eliminated in the majority of schools. This multiple case-study research was designed to revisit the
question, “How do the pedagogical beliefs and classroom technology practices of teachers, recognized for
their technology uses, align?”
Twelve K-12 classroom teachers were purposefully selected based on their award-winning technology practices, supported by evidence from personal and/or classroom websites. Follow-up interviews were conducted to examine the correspondence between teachers’ classroom practices and their pedagogical beliefs. Results suggest close alignment; that is student-centered beliefs undergirded student-centered practices (authenticity, student choice, collaboration). Moreover, teachers with student-centered beliefs tended to enact student-centered curricula despite technological, administrative, or assessment barriers. Teachers’ own beliefs and attitudes about the relevance of technology to students’ learning were perceived as having the biggest impact on their success. Additionally, most teachers indicated that internal factors (e.g., passion for technology, having a problem-solving mentality) and support from others (administrators and personal learning networks) played key roles in shaping their practices. Teachers noted that the strongest barriers preventing other teachers from using technology were their existing attitudes and beliefs toward technology, as well as their current levels of knowledge and skills. Recommendations are made for refocusing our professional development efforts on strategies for facilitating changes in teachers’ attitudes and beliefs.
Von Olgun Sadik, Emine Sendurur, Polat Sendurur, Peggy A. Ertmer, Anne T. Ottenbreit-Leftwich im Text Teacher beliefs and technology integration practices (2012) Twelve K-12 classroom teachers were purposefully selected based on their award-winning technology practices, supported by evidence from personal and/or classroom websites. Follow-up interviews were conducted to examine the correspondence between teachers’ classroom practices and their pedagogical beliefs. Results suggest close alignment; that is student-centered beliefs undergirded student-centered practices (authenticity, student choice, collaboration). Moreover, teachers with student-centered beliefs tended to enact student-centered curricula despite technological, administrative, or assessment barriers. Teachers’ own beliefs and attitudes about the relevance of technology to students’ learning were perceived as having the biggest impact on their success. Additionally, most teachers indicated that internal factors (e.g., passion for technology, having a problem-solving mentality) and support from others (administrators and personal learning networks) played key roles in shaping their practices. Teachers noted that the strongest barriers preventing other teachers from using technology were their existing attitudes and beliefs toward technology, as well as their current levels of knowledge and skills. Recommendations are made for refocusing our professional development efforts on strategies for facilitating changes in teachers’ attitudes and beliefs.
Dieser wissenschaftliche Zeitschriftenartikel erwähnt ...
Personen KB IB clear | Henry Becker , Johan van Braak , David C. Dwyer , Peggy A. Ertmer , R. Hermans , Anne T. Ottenbreit-Leftwich , W. J. Pelgrum , Marc Prensky , Cathy Ringstaff , Judith Haymore Sandholtz , Jo Tondeur , Martin Valcke | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Fragen KB IB clear | Warum wird ICT in der Bildung nicht stärker genutzt? | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Begriffe KB IB clear | teacher beliefsteacher beliefs , WebQuest | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Zitationsgraph
Zeitleiste
8 Erwähnungen
- Jahrbuch Medienpädagogik 14 (Manuela Pietraß, Johannes Fromme, Petra Grell, Theo Hug) (2017)
- 12. Die Öffnung von (Lern-)Räumen in Schule und Unterricht durch den Einsatz digitaler Medien - Der Einfluss von Computereinstellung, -ängstlichkeit und Lehrhaltung auf die digitale Mediennutzung von Lehrkräften (Lukas Schulze-Vorberg, S. Franziska C. Wenzel, Claudia Bremer, Holger Horz) (2017)
- Second Handbook of Information Technology in Primary and Secondary Education (Joke Voogt, Gerald Knezek, Rhonda Christensen, Kwok-Wing Lai) (2018)
- 16. The Evolving Role of Attitudes and Competencies in Information and Communication Technology in Education (Gerald Knezek, Rhonda Christensen)
- 25. Information and Communication Technology and Education - Meaningful Change Through Teacher Agency (Peter R. Albion, Jo Tondeur)
- 27. Information and Communication Technology Dispositional Factors and Relationship to Information and Communication Technology Practices (Anne T. Ottenbreit-Leftwich, Theodore J. Kopcha, Peggy A. Ertmer)
- 29. Teachers as Drivers of Their Professional Learning Through Design Teams, Communities, and Networks (Sarah Prestridge, Katherine Main)
- 35. Leaders Fostering Teachers´ Learning Environments for Technology Integration (Sarah K. Howard, Jen Scott Curwood, Kelli McGraw)
- EdMedia 2018 (2018)
- Exploring Local Public Places - Geography Fieldwork and Story Maps with Preservice Teachers (Todd Kenreich)
- Technology-related knowledge, skills, and attitudes of pre- and in-service teachers (Sabine Seufert, Josef Guggemos, Michael Sailer) (2021)
- Technology-related knowledge, skills, and attitudes of pre- and in-service teachers - The current situation and emerging trends
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