Assessing Teachers’ Context Beliefs about Technology Use

Abstract

The purpose of this study was to develop an instrument designed to assess teachers' context beliefi about using technology in the classroom. The study involved teachers participating in a profossional development program focused on the integration of technology with principles of engaged learning. Based on Ford's (I 992) Motivation Systems Theory, items for the BeliefiAbout Teaching with Technology (BATT) instrument were developed and tested. Validity was partially confirmed through factor analysis and by correlating BATT scores with teachers' selfefficacy beliefi as measured by the Microcomputer Utilization in Teaching Efficacy Beliefi Instrument (MUTEBI). In addition, teachers' context and selfejficacy beliefi were significant predictors of teachers' reported use of technology-related engaged learning practices. It was concluded that in the realm of technology school reform efforts, the assessment of context and selfejficacy beliefi is important so that teachers' beliefpatterns can serve as a needs assessment and program evaluation tools. (Keywords: program evaluation, teacher beliefi, technology profossional development.) Ambitious school technology programs seem to be the order of the day. Such programs require clear planning and attention to inputs, implementation, and outcomes. In describing school technology reform efforts, Means (1998) specified inputs as curriculum and instructional strategies, teacher support, nontechnology support, and technology infrastructure. Implementation is centered on actual classroom use and the resulting experiences of students and teachers. Finally, outcomes include student and teacher learning, attitudes, and behaviors. This particular study focused on teacher attitudes and behaviors because teachers serve a primary role in program success. Teachers enter professional development programs with certain attitudes and behaviors that will affect implementation and, in turn, future teacher behaviors and student learning.The professional development model of Loucks-Horsley, Hewson, Love, and Stiles (1998) supports Means' ( 1998) thesis that teachers play a critical role in the ultimate success of a professional development program. They contend that teachers' beliefs are a critical feature of program planning and should be carefully considered by professional development providers:Beliefs are the ideas people are committed to-sometimes called core values. As designers clarifY and articulate beliefs, these beliefs become the "conscience" of the program. They shape goals, drive decisions, create discomfort when violated, and stimulate ongoing critique. p. 18)

Beyond the foundations: The role of vision and belief in teachers’ preparation for integration of technology

“…In one study, the only variable found to be a significant predictor of teachers' computer use was "subjective norms," that is, "expectations of computer use from among teachers' significant othersprincipals, colleagues, students, and the profession" (Marcinkiewicz, 1994, p. 522). In a more recent study, Lumpe and Chambers (2001) found that teachers' reported use of technologyrelated engaged learning practices was influenced by their self-efficacy for teaching with computers and their context beliefs about factors that would enable them to be effective teachers and the likelihood of those factors occurring in their schools.…”

Does technology integration “work” when key barriers are removed?

“…This body of knowledge has identified key barriers that inhibit successful technology integration efforts. Among the list of critical factors are: availability and access to computers (Barron, Kemker, Harmes, & Kalaydjian, 2003;Norris, Sullivan, Poirot, & Soloway, 2003), availability of curriculum materials (Becker & Ravitz, 1999;Butzin, 1992;NCES, 2000), teachers' beliefs (Ertmer, 2005;Lumpe & Chambers, 2001;Van Braak, 2001;Van Braak, Tondeur, & Valcke, 2000;Vannatta & Fordham, 2004;Wozney, Venkatesh, & Abrami, 2006), teachers' technological and content knowledge (Pierson, 2001), and technical, administrative, and peer support (Becker & Ravitz, 1999;NCES, 2000;Ringstaff & Kelly, 2002;Sandholtz & Reilly, 2004;Van Melle, Cimellaro, & Shulha, 2003). Evidence of these barriers influenced the structure and requirements of many technology initiative grants.…”

Technology Integration in Secondary Physical Education: Teachers’ Attitudes and Practice

“…The formation of attitudes can provide an understanding of teachers' decisions and perceptions (Lee & Solmon, 2005). Attitude may serve to explain decisions educators apply to teaching and how they prepare to teach with technology (Lumpe & Chambers, 2001). Teachers' attitudes and experience are factors associated with computer use (Christensen, 2002;Vannatta & Fordham, 2004).…”