Are Pedagogical Beliefs an Internal Barrier for Technology Integration? The Interdependent Nature of Teacher Beliefs

2022 ◽  
Author(s):  
Sheng-Lun Cheng ◽  
Jen-Chia Chang ◽  
Kayleigh Romero
Keyword(s):  
Technology Integration ◽  
Teacher Beliefs ◽  
Pedagogical Beliefs ◽  
Internal Barrier

Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

RELC Journal ◽  
2021 ◽  
pp. 003368822098178
Author(s):  
Anisa Cheung
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Technology Integration ◽  
Online Teaching ◽  
Pedagogical Beliefs ◽  
Structured Interviews ◽  
Online Mode ◽  
Using Data ◽  
Synchronous Online

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

The Role of Language Teacher Beliefs in an Increasingly Digitalized Communicative World

2018 ◽  
pp. 140-160
Author(s):  
Geoff Lawrence
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Technology Integration ◽  
Teacher Beliefs ◽  
Language Learning ◽  
Conceptual Framework ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Resistance

This chapter discusses the role of the language teacher and their beliefs in realizing the potential that rapidly evolving technology-mediated tools offer second/additional language learning (L2) in an increasingly digitalized world. The promise and pressures of technology integration are first discussed highlighting the need for new approaches to pedagogy in technology-mediated L2 teaching. Factors contributing to teacher resistance are then reviewed including the unique qualities of educational resistance to technology. Research identifying the nature of teacher beliefs from a range of studies is examined along with a conceptual framework illustrating the interconnected factors shaping L2 teacher beliefs and behaviour towards educational technology. Recommendations for effective approaches to technology-directed language teacher education and areas of needed research conclude the chapter.

scholarly journals The "third"-order barrier for technology-integration instruction: Implications for teacher education

2012 ◽  
Vol 28 (6) ◽  
Author(s):  
Chin-Chung Tsai ◽  
Ching Sing Chai
Keyword(s):  
Technology Integration ◽  
Design Thinking ◽  
Second Order ◽  
Access Time ◽  
Pedagogical Beliefs ◽  
Third Order ◽  
Education Practice ◽  
First Order ◽  
The Third ◽  
Technology Beliefs

<span>Technology integration is a major trend in contemporary education practice. When undertaking technology integration in classrooms, a first-order barrier and a second-order barrier, as proposed by Ertmer (1999), can hinder its implementation. The first-order barrier is external, such as lack of adequate access, time, training and institutional support. The second-order barrier includes teachers' personal and fundamental beliefs such as teachers' pedagogical beliefs, technology beliefs, willingness to change. This paper argues that the lack of design thinking by teachers may be the "third"-order barrier for technology integration.</span>

Teacher beliefs and technology integration

2013 ◽  
Vol 29 ◽  
pp. 76-85 ◽  
Author(s):  
ChanMin Kim ◽  
Min Kyu Kim ◽  
Chiajung Lee ◽  
J. Michael Spector ◽  
Karen DeMeester
Keyword(s):  
Technology Integration ◽  
Teacher Beliefs

scholarly journals Reconciling university teacher beliefs to create learning designs for LMS environments

2009 ◽  
Vol 25 (3) ◽  
Author(s):  
Caroline Steel
Keyword(s):  
Teacher Beliefs ◽  
Teacher Development ◽  
University Teaching ◽  
Pedagogical Beliefs ◽  
Large Classes ◽  
University Teachers ◽  
Online Technology ◽  
Web Technologies ◽  
Faculty Beliefs ◽  
Unexplored Area

<blockquote>Learning management systems (LMS) serve as the primary online technology for student learning in many universities. Although they are only one 'solution', they are often regarded as all encompassing. How university teachers reconcile their beliefs about such technologies with their pedagogical beliefs remains a relatively unexplored area. This study draws on three cases from various disciplines to uncover faculty beliefs about the roles, affordances and limitations of these technologies and how each teacher adapted these to their learning designs within an LMS environment. The overall aim is to reveal the relationship between teacher beliefs and learning designs for web technologies such as LMS. This research contributes to the conceptual understandings that underpin faculty teacher development for technology integration. It provides insightful accounts of the kinds of teacher beliefs that underlie effective learning designs for quite large classes. The resultant stories themselves hold great potential to promote reflection and discourse on the use of technologies in university teaching.</blockquote><p> </p>

The Pedagogical Beliefs of Pre-Service and In-Service Teachers

2021 ◽  
Vol 4 (1) ◽  
pp. 1-16
Author(s):  
Jeff McLaughlin
Keyword(s):  
Mixed Methods ◽  
Teacher Beliefs ◽  
Elementary Classroom ◽  
Mixed Methods Study ◽  
Classroom Teachers ◽  
Pedagogical Beliefs ◽  
Structured Interviews ◽  
Self Perceptions ◽  
Teachers Beliefs ◽  
Service Groups

The Teacher Self Inventory is an instrument for measuring aspects of teachers' beliefs and self-perceptions. Using this instrument, the perceptions and beliefs of elementary classroom teachers and pre-service (undergraduate) teachers were assessed. In addition, semi-structured interviews were conducted with volunteers from both the in-service and pre-service groups. The main goal of this mixed-methods study was to explore various dimensions of teachers' beliefs and also to compare practicing (in-service) elementary classroom teachers' responses and reflections to those of pre-service teachers. The results indicate several trends in teacher beliefs and several points of comparison between in-service teachers and pre-service teachers. A discussion concludes with implications for teaching and suggestions for further research.

Teacher beliefs and technology integration practices: A critical relationship

2012 ◽  
Vol 59 (2) ◽  
pp. 423-435 ◽  
Author(s):  
Peggy A. Ertmer ◽  
Anne T. Ottenbreit-Leftwich ◽  
Olgun Sadik ◽  
Emine Sendurur ◽  
Polat Sendurur
Keyword(s):  
Technology Integration ◽  
Teacher Beliefs

The Role of Language Teacher Beliefs in an Increasingly Digitalized Communicative World

2020 ◽  
pp. 774-794
Author(s):  
Geoff Lawrence
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Technology Integration ◽  
Teacher Beliefs ◽  
Language Learning ◽  
Conceptual Framework ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Resistance

This chapter discusses the role of the language teacher and their beliefs in realizing the potential that rapidly evolving technology-mediated tools offer second/additional language learning (L2) in an increasingly digitalized world. The promise and pressures of technology integration are first discussed highlighting the need for new approaches to pedagogy in technology-mediated L2 teaching. Factors contributing to teacher resistance are then reviewed including the unique qualities of educational resistance to technology. Research identifying the nature of teacher beliefs from a range of studies is examined along with a conceptual framework illustrating the interconnected factors shaping L2 teacher beliefs and behaviour towards educational technology. Recommendations for effective approaches to technology-directed language teacher education and areas of needed research conclude the chapter.

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