Factors related to pedagogical beliefs of teachers and technology integration

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.

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Pre-Service Teachers and Technology Integration with Smart Boards

Learning Tools and Teaching Approaches through ICT Advancements ◽

10.4018/978-1-4666-2017-9.ch001 ◽

2014 ◽

pp. 1-9

Author(s):

James N. Oigara ◽

Jared Keengwe

Keyword(s):

Technology Integration ◽

Smart Boards ◽

Teachers And Technology

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

Australasian Journal of Educational Technology ◽

10.14742/ajet.810 ◽

2012 ◽

Vol 28 (6) ◽

Cited By ~ 55

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>

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