Beliefs and ICT: what can we learn from experienced educators?

Hammond, Michael

doi:10.1080/1475939x.2011.610930

Cited by 20 publications

(6 citation statements)

References 31 publications

(28 reference statements)

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“…In addition, these authors reported 135 independent and 8 dependent variables in their review. In recent years, researchers have adapted some of these theories to investigate their capabilities in understanding technology acceptance of users in education (e.g., Hammond, 2011;Teo, 2009;Teo, Koh, & Lee, 2011).…”

Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 99%

Comparing pre-service and in-service teachers' acceptance of technology: Assessment of measurement invariance and latent mean differences

Teo

2015

Computers & Education

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Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 99%

Comparing pre-service and in-service teachers' acceptance of technology: Assessment of measurement invariance and latent mean differences

Teo

2015

Computers & Education

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“…Thus, beliefs can refer to thoughts about the usefulness of ICT, to thoughts about one's ability to handle ICT applications, to thoughts about teaching, and to thoughts about learning (Ertmer 2005). In addition to thoughts about teaching and learning, Hammond (2011) distinguished beliefs about knowing. Voogt et al (2013) refer to beliefs about technology and pedagogical beliefs.…”

Section: Beliefsmentioning

confidence: 99%

“…But, as noticed above, there exists also a remarkable consensus among researchers as the majority of the research into teacher beliefs focusses on pedagogical beliefs and more specifically on beliefs about learner-versus teacher-centered education (e.g. Hammond 2011;Hermans et al 2008;Koh et al 2015;Lim and Chai 2008;Lin et al 2012;Sang et al 2010;Sang et al 2011;Way and Webb 2007). Mama and Hennessy (2013) categorize teacher beliefs according to beliefs about usefulness of ICT use under which also was subsumed encouraging "constructivist instead of traditional teaching" and "autonomous learning" (p. 383).…”

Section: Beliefsmentioning

confidence: 99%

The unified model of task-specific motivation and teachers’ motivation to learn about teaching and learning supportive modes of ICT use

Brabander

Glastra

2020

Educ Inf Technol

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This study explored the readiness of teachers to learn about learning and teaching supportive modes of ICT use with the lens of the Unified Model of Task-specific Motivation (UMTM). According to the UMTM readiness for action is driven by feelings of activities and thoughts about the value of consequences of activities, which both can be positive and negative, and which in turn are influenced by aspects of autonomy and competence, by social relatedness, and by subjective norm. The twofold goal of this study was to test the merits of the model in general and for ICT integration in education in particular. A sample of 282 teachers provided answers about different aspects of their motivation to learn about the two types of ICT use. There were some differences between these two types of learning activities, but for both, thoughts about the value of the consequences of the activities were more important than feelings about them. Furthermore, although sense of competence was relatively more important for leaning about learning supportive ICT use than for learning about teaching supportive ICT use, teachers’ sense of autonomy, a variable that is completely ignored in research on ICT integration, was in general far more important for learning about ICT use than sense of competence.

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“…Higgins & Moseley (, p. 204) describe two possible uses of ICT: the first, “retrospective” to accommodate an existing curriculum, and the second, forward looking and leading to radical changes in teaching and learning. The latter has tended to capture the imagination of teacher educators supporting the introduction of ICT into education (Hammond, ). Educators, while recognising the limitations of programmed instruction and often lukewarm on IWBs, have often seen technology as enabling a paradigm shift in teaching and learning.…”

Section: Why Has Ict Been Promoted?mentioning

confidence: 99%

Introducing ICT in schools in England: Rationale and consequences

Hammond¹

2013

Brit J Educational Tech

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This paper provides a critical perspective on the attempts to promote the use of ICT in teaching and learning in England. It describes the rationale given for the introduction of ICT in terms of its potential to impact on educational standards, to contribute to developing a curriculum which has more vocational / social significance and, more generally, to provide a catalyst for curriculum reform. The introduction of ICT is underpinned by the argument that schools should show a higher degree of correspondence with a wider world in which the use of technology is pervasive. Introducing ICT in schools in England: Rationale and consequencesThis paper provides a critical perspective on the attempts to promote the use of ICT in teaching and learning in England. The first section describes the rationale for the introduction of ICT in particular the claims that ICT can impact on educational standards; carry a vocational / social significance; and provide a catalyst for curriculum reform. The second section shows how each of these goals has been distorted by excessive optimism and a sense of 'inevitability'. The final section of the paper discusses the case for using ICT and argues for a more measured and adaptive policy and practice. The introduction of the ICT into schools in EnglandA feature of the attempt to introduce ICT into schools in England has been the consistent and proactive championing of technology by successive governments (see for example Buckingham, 2007;Twining, 2002;Wellington, 2005).The first 'Computers in the Curriculum Project' was set up in 1973 and was followed by initiatives such as the 1981 'Micros in Schools' scheme; the Microelectronics Education Programme (MEP), (1980 until 1986) and the broader Technical and Vocational Initiative (TVEI). Interactive video was promoted in the 1980s alongside Neris, a teacher resource database available on line. Initiatives in the 1990s included support for the use of Integrated Learning Systems (ILS); multimedia laptops for teachers and the Education Department's Superhighways Initiative (1996 -98). The focus on new technology was strengthened by new Labour Governments (1997Governments ( -2010 (Selwyn, 2008). A National Grid for Learning (NGFL), in its first phase , provided funds for hardware, software and Internet connectivity and this was followed by a raft of further projects and funding schemes. Technology initiative (DfES, 2005) which outlined the case for ICT in teaching and learning and set broad targets in order to reach 'e-maturity'. During all phases of the introduction of ICT, government agencies have been created to mediate between policy and schools: MESU, NCET and Becta, respectively. However much of the proactive support and direction concerning the use of new technology has been reduced by an incoming (2010) coalition government: Becta has been shut down and a more laissez faire approach to educational policy, at least in respect to technology, has been offered, even if ministers have at times continued to make pronouncements in ...

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Beliefs and ICT: what can we learn from experienced educators?

Cited by 20 publications

References 31 publications

Comparing pre-service and in-service teachers' acceptance of technology: Assessment of measurement invariance and latent mean differences

Comparing pre-service and in-service teachers' acceptance of technology: Assessment of measurement invariance and latent mean differences

The unified model of task-specific motivation and teachers’ motivation to learn about teaching and learning supportive modes of ICT use

Introducing ICT in schools in England: Rationale and consequences

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