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Teacher pedagogical beliefs: the final frontier in our quest for technology integration?”
- Educational Technology Research and Development
, 2005
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Teacher technology change. How knowledge, beliefs and culture intersect
- Journal of Research on Technology in Education
, 2010
"... promising picture of classroom teachers ’ current efforts to use technology to support student learning. For example, among the 1000 teachers who responded to the Teachers Talk Tech survey, 790 teachers (79%) self-reported using computers “to teach students” (CDW-G). However, other research, resulti ..."
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promising picture of classroom teachers ’ current efforts to use technology to support student learning. For example, among the 1000 teachers who responded to the Teachers Talk Tech survey, 790 teachers (79%) self-reported using computers “to teach students” (CDW-G). However, other research, resulting from both large (Project Tomorrow, 2008) and small-scale (Bauer & Kenton, 2005) efforts, suggests that we still haven’t solved the
EDUCATIONAL NEEDS OF FACULTY MEMBERS REGARDING ICT USE AT THE SCHOOL FOR THE HANDICAPPED
"... The purpose of this study is to determine the educational needs of the faculty members of the School for the Handicapped (SfH)- the only school in Turkey pursuing vocational higher education to the hearing-impaired students- regarding the use of Information and Communication Technologies (ICT). The ..."
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The purpose of this study is to determine the educational needs of the faculty members of the School for the Handicapped (SfH)- the only school in Turkey pursuing vocational higher education to the hearing-impaired students- regarding the use of Information and Communication Technologies (ICT). The study was carried out as a qualitative case study. The participants of the study included 3 administrators and 24 faculty members from the SfH. The data were collected through the participant observations by compiling the semi-structured interviews, open-ended questionnaires, researcher’s journal, documents and the archival records. The data have been analyzed inductively. The perspectives of both the administrators and the faculty members about the use of ICT revealed important evidence for determining the present case concerning the ICT integration process in the SfH. The data have been discussed in the light of the related research.
TABLE OF CONTENTS Executive Summary......................................................................................................................iv
, 2004
"... The authors wish to thank several people and institutions for their generous contributions, comments and ..."
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The authors wish to thank several people and institutions for their generous contributions, comments and
Implementing a Framework for Reflective Instructional Design with Preservice Teachers
"... The authors ’ aim is to help novice teachers develop as purposeful instructional designers and reflective practitioners. This presentation will briefly describe a reflective instructional design model and report on three related studies that used digital video editing to support preservice teachers ..."
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The authors ’ aim is to help novice teachers develop as purposeful instructional designers and reflective practitioners. This presentation will briefly describe a reflective instructional design model and report on three related studies that used digital video editing to support preservice teachers ’ ability to reflect and thus improve their practice. Prospective teachers bring prior educational experiences and beliefs about teaching, learning, children, and culture into their preservice teacher preparation. These powerful influences frame their initial attempts at designing instruction. In order for preservice teachers to challenge existing schemas, their beliefs and attitudes must be made explicit. Reflective practice in the education of teachers has been shown to be essential for meaningful professional growth and learning (LaBoskey, 1994; Zeichner & Liston, 1996; Posner, 2000) and for the development of culturally relevant pedagogy (Howard, 2003). Unfortunately, most instructional design models targeted towards teachers do not include reflection explicitly as a component. As Ertmer (2001) suggested, novice teachers need a more responsive instructional design model- one that addresses both the principles of systematic design as well as teachers ’ beliefs about teaching and
Recommended Citation
, 2006
"... White, male, and "minority": a study of racial consciousness development among white male undergraduate students at a public historically black university ..."
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White, male, and "minority": a study of racial consciousness development among white male undergraduate students at a public historically black university
IDENTIFICATION OF FACTORS AFFECTING INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN BASIC
, 2012
"... Head of Department, Comp. Edu. and Inst. Tech. ..."
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unknown title
, 2011
"... The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgement of the source. The thesis is to be used for private study or non-commercial research purposes only. Published by the University of Cape Town (UCT) in ..."
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The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgement of the source. The thesis is to be used for private study or non-commercial research purposes only. Published by the University of Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. Un ive rsi ty f C ap e T ow n Un ive rsi tyb of C ap e T ow n
Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?
"... Although the conditions for successful technology integration finally appear to be in place, including ready access to technology, increased training for teachers, and afavorable policy environment, high-level technology use is still surprisingly low. This suggests that additional barriers, spec#ica ..."
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Although the conditions for successful technology integration finally appear to be in place, including ready access to technology, increased training for teachers, and afavorable policy environment, high-level technology use is still surprisingly low. This suggests that additional barriers, spec#ically related to teachers ' pedagogical beliefs, may be at work. Previous researchers have noted the influence of teachers ' beliefs on classroom instruction specifically in math, reading, and science, yet little research has been done to establish a similar link to teachers ' classroom uses of technology. In this article, I argue for the importance of such research and present a conceptual overview of teacher pedagogical beliefs as a vital first step. After defining and describing the nature of teacher beliefs, including how they are likely to impact teachers ' classroom practice, I describe important implications for teacher professional development and offer suggestions for future research. E According to Becker (2000), computers serve as a "valuable and well-functioning instruc-tional tool " (p. 29) in schools and classrooms in which teachers: (a) have convenient access, (b) are adequately prepared, (c) have some freedom in the curriculum, and (d) hold personal beliefs aligned with a constructivist pedagogy. Although many teachers do not work in schools in which all of these variables are present, a number of recent reports suggest that this is starting to change. For example, according to Market Data Retrieval (MDR, 2002) students across the United States now enjoy an average student-computer ratio of 4:1, with 98 % of schools and 77 % of classrooms connected to the Internet. Recent demographic data from the
