Examining the multiplicative relationships between teachers’ competence, value and pedagogical beliefs about technology integration

2020 ◽  
Author(s):  
Sheng‐Lun Cheng ◽  
Sheng‐Bo Chen ◽  
Jen‐Chia Chang
Keyword(s):  
Technology Integration ◽  
Pedagogical Beliefs ◽  
Beliefs About Technology

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.

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>

Preservice Teachers' Abilities, Beliefs, and Intentions regarding Technology Integration

2007 ◽  
Vol 37 (2) ◽  
pp. 151-172 ◽  
Author(s):  
Susan E. Anderson ◽  
Robert M. Maninger
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Technology Integration ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Computer Access ◽  
Use Of Technology ◽  
Teachers Beliefs ◽  
Beliefs About Technology ◽  
Potential Use

This study investigated changes in and factors related to students' technology-related abilities, beliefs, and intentions. Participants were 76 preservice teachers who responded to pre- and post-course surveys while taking an introductory educational technology course. Statistically significant changes were found in students' perceived abilities, self-efficacy beliefs, value beliefs, and intentions to use software in their future classrooms. Students' self-efficacy, value beliefs, and intentions were moderately correlated with each other. Abilities were correlated with self-efficacy and computer access. The best predictors of intentions were self-efficacy beliefs, gender, and value beliefs. These results strongly support the effectiveness of educational technology coursework in improving not just abilities, but also beliefs and intentions. They highlight the importance of relationships between preservice teachers' beliefs about technology integration and their potential use of technology in their future classrooms. The authors provide suggestions for enhancing preservice teachers' beliefs during technology coursework.

Transforming Mathematics Teacher Knowledge in the Digital Age through Iterative Design of Course-Based Projects

2016 ◽  
pp. 190-214
Author(s):  
Jennifer M. Suh ◽  
Debra R. Sprague ◽  
Courtney K. Baker
Keyword(s):  
Technology Integration ◽  
Teacher Knowledge ◽  
Mathematics Teaching ◽  
Teacher Candidates ◽  
Elementary Mathematics ◽  
Faculty Members ◽  
Self Study ◽  
Teachers And Students ◽  
Integrate Technology ◽  
Beliefs About Technology

This research in this chapter highlights a self-study of three university faculty members who were aimed at improving the design of an Elementary Mathematics Technology Integration Course (EMTIC). The self-study used the faculty unique research lenses and expertise in mathematics education and educational technology to redesign the performance based assignments to better prepare the teacher candidates to integrate technology into their mathematics teaching. This collaboration required faculty members to: 1) Reflect on their beliefs about technology integration; 2) Evaluate their current teaching practices; and 3) Adapt the design of their course assignments to better meet the skills required of teachers and students in the 21st century.

scholarly journals Teachers' beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research

2019 ◽  
Author(s):  
Pekka Mertala
Keyword(s):  
Early Childhood ◽  
Technology Integration ◽  
Early Childhood Education ◽  
Technology Use ◽  
Teaching And Learning ◽  
Childhood Education ◽  
Qualitative Empirical Research ◽  
Teachers Beliefs ◽  
Beliefs About Technology ◽  
Nuanced Understanding

There is a body of evidence suggesting that instead of concentrating only on teaching and learning (the education task), teachers believe that their tasks are to care for their students social, emotional, and physical needs (the caring task), and to raise them to be and become functional members of society (the socialization task). However, this diversity has not been acknowledged in teachers' beliefs research done in technology integration context. To provide a more nuanced understanding of the variety and role of teachers' beliefs about technology integration this study has synthesized 35 qualitative empirical research studies via the method of meta-ethnography. The focus is on early childhood education (ECE) as so far, no reviews on early childhood teachers' beliefs have been conducted. The synthesis suggests, that education, socialization, and care all have a meaningful role in teachers' beliefs towards technology use in ECE. Each of these tasks and dimensions were identified from teachers' beliefs for or against integrating technology into ECE practices. The synthesis also suggests, that teachers’ beliefs are shaped by macro- and micro-contextual factors including national educational policies and personal experiences. Implications for teacher education are discussed.

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