Teacher value beliefs associated with using technology: Addressing professional and student needs

Ottenbreit-Leftwich, Anne; Glazewski, Krista; Newby, Timothy J.; Ertmer, Peggy A.

doi:10.1016/j.compedu.2010.06.002

Cited by 479 publications

(336 citation statements)

References 43 publications

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“…To illustrate, the "Preparing Tomorrow's Teachers to Use Technology" (PT3) programme provided funds to support the development of teacher technology learning experiences (see Authors, 2012). This programme emphasized Running Head: MEASURING THE ADOPTION OF EFFECTIVE STRATEGIES 5 technology training in authentic teaching situations (based on Kay, 2006;Ottenbreit-Leftwich et al, 2010;Polly et al, 2010): hands-on technology skill-building activities (e.g., workshops), collaboration among pre-service teachers (e.g., design teams), practicing technology in the field (e.g., field experiences), and technology integration reflections (e.g., electronic portfolios).…”

Section: Strategies To Prepare Future Teachers For Technology Usementioning

confidence: 99%

“…TTIs around the world have therefore engaged in various efforts to re-shape their curriculum (Ottenbreit-Leftwich, Glazewski, Newby, & Ertmer, 2010;Tømte, Enochsson, Buskqvist, & Kårstein, 2015). More specifically, they have infused technology into the entire curriculum, giving pre-service teachers the opportunity to understand the pedagogical reasons for using technology by experiencing firsthand how it can support teaching and learning across different subjects (Authors, 2012;Polly Mims, Shepherd, & Inan, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

Tondeur

Braak

Siddiq

et al. 2016

Computers & Education

206

120

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The main objective of this study is to develop a self-report instrument to measure preservice teachers' perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom activities. The questionnaire items of this instrument were drawn up on the basis of a synthesis of 19 qualitative studies (Authors et al., 2012) and were reviewed by experts in the field. In order to study its reliability and aspects of validity, data were collected and analysed consisting of a sample of 688 pre-service teachers in Flanders (Belgium). The resulting scale showed highly satisfactory psychometric properties. Item response theory revealed a good fit of the measurement to a Rating Scale Model for 22 out of 24 items. The results also indicate that the items differ in their degree of difficulty. It seems that helping pre-service teachers to design ICT-rich lessons and providing adequate feedback can be considered more challenging for teacher training institutions.Recommendations are given regarding how the new scale can be useful for both teacher training institutions and schools in developing approaches to equip pre-service teachers with the competencies needed to integrate technology in teaching and learning processes.

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Section: Strategies To Prepare Future Teachers For Technology Usementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

Tondeur

Braak

Siddiq

et al. 2016

Computers & Education

206

120

View full text Add to dashboard Cite

show abstract

“…Teachers' beliefs about the technology affect their decision to adopt it in classrooms. A survey conducted in 2007 on the use of technology by teachers in the US indicated that though teachers used technology in classrooms, their use of technology was limited to administrative purpose rather than pedagogical tasks (Ottenbreit-Leftwich, Glazewski, & Ertmer, 2010). Research points out that technology has not been leveraged to its key resources to foster effective learning and teaching because the major task of using technology by most teachers is still to search for the material, notify students to write assignments, and use drill and practice Koc, 2013).…”

Section: Introductionmentioning

confidence: 99%

EFL Teachers’ Perceptions on Blackboard Applications

Mohsen¹,

P²

2014

ELT

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The widespread availability of technological infrastructure has enhanced the adoption of learning management systems (LMSs) in educational institutions. Blackboard is one of the most popular marketable LMSs adopted in higher education institutions. As some previous studies have viewed that positive perceptions played a vital role in adopting new technologies, this paper aims to investigate teachers' perceptions on blackboard applications in the context of teaching English as a foreign language (EFL). To gather data, 32 EFL university teachers from Saudi Arabia were surveyed and interviewed about their perceptions toward the use of the blackboard. The results from the data instruments reveal that EFL teachers have positive perceptions on Blackboard applications to English language teaching. Most teachers view Blackboard as a structured e-learning platform that helps improve the teacher-student relationship in a course and aids to make teaching English more successful. The study findings; however, revealed that the use of blackboard as a blending learning is still focusing on administrative issues rather than pedagogical significance for language learning. Recommendations and directions for future research are highlighted at the end of this article.

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“…Ottenbreit-Leftwich, Glazewski, Newby and Ertmer suggest that 'teacher beliefs are defined broadly as "tacit, often unconsciously held assumptions about students, classrooms, and the academic material to be taught" and that beliefs have more influence on teacher practice than teacher knowledge [33]. Bai and Ertmer found those teachers' beliefs about teaching and learning might play an important role in the ways in which technology gets used in classrooms [34].…”

Section: Personal/social Barriersmentioning

confidence: 99%

Teacher Role Adoption and Barriers to Participation in an Online Educational Social Network

Kamalodeen¹

2013

IJTIE

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Teacher value beliefs associated with using technology: Addressing professional and student needs

Cited by 479 publications

References 43 publications

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

EFL Teachers’ Perceptions on Blackboard Applications

Teacher Role Adoption and Barriers to Participation in an Online Educational Social Network

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