Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology

Admiraal, Wilfried; Louws, Monika; Lockhorst, Ditte; Paas, Tineke; Buynsters, Michael; Cviko, Amina; Janssen, Caressa; Jonge, Mario de; Nouwens, Suzan; Post, Lysanne S.; Ven, Frauke van der; Kester, Liesbeth

doi:10.1016/j.compedu.2017.06.013

Cited by 94 publications

(60 citation statements)

References 35 publications

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“…To make sure the three experimental groups did not differ concerning background characteristics, a number of questionnaires were administered before completing the dashboard trials. Both teachers' pedagogical experiences and beliefs were taken into account given that these areas are known to possibly play a role in teaches' interaction with technology (Admiraal et al 2017).…”

Section: Materials -Questionnairesmentioning

confidence: 99%

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What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations?

Leeuwen

Rummel

Gog

2019

Intern. J. Comput.-Support. Collab. Learn

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Teachers play a major role during CSCL by monitoring and stimulating the types of interactions between students that are conducive to learning. Teacher dashboards are increasingly being developed to aid teachers in monitoring students' collaborative activities, thereby constituting a form of indirect support for CSCL in the classroom. However, the process of how teachers find and interpret relevant information from dashboards, and which help they need during this process, remains largely unexamined. We first describe how we arrived at the design of a prototype teacher dashboard in the context of primary school fraction assignments, based on teacher interviews. We then report an experimental study (n = 53) to investigate the effect of the type of support a teacher dashboard offers (mirroring, alerting, or advising) on teachers' detection and interpretation of potentially problematic situations where intervention might be needed. The results showed that the type of support did not influence detection of events, but did influence teachers' interpretation of a CSCL situation.

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Section: Materials -Questionnairesmentioning

confidence: 99%

“…Feelings of self-efficacy in the domain of teaching with technology (Tech-SE) were measured using the 7-item scale from Admiraal et al (2017). An example item was BI have sufficient knowledge to apply ICT in my teaching activities^.…”

Section: Materials -Questionnairesmentioning

confidence: 99%

What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations?

Leeuwen

Rummel

Gog

2019

Intern. J. Comput.-Support. Collab. Learn

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“…Accord- ing to the national technology education association, politics states that the government should provide the necessary infrastructures and training for the integration of scientific and technological literacy in the university system for faculty members and students. In addition, the role of scientific and technological literacy should be recognized in advancing knowledge and skill in the modern world (36,37). This research has been carried out at Tabriz Islamic Azad University and should be cautious in generalizing its findings to other universities and organizations.…”

Section: Resultsmentioning

confidence: 99%

Ranking the Scientific-Technology Literacy Indexes of Students from the Viwepoint of Faculty Members

Khaleghkhah

Najafi

2017

Interdiscip J Virtual Learn Med Sci

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“…In this sense, several authors indicate the role of beliefs and attitudes that teachers have regarding technology as determining its degree of use, both from the technological and the pedagogical perspectives (Admiraal et al, 2017;Arancibia, Halal, & Romero, 2017). This use will be determined by the degree of acceptance of LMS technology, which will be influenced by the diversity of tools that it contains and the diversity of tasks carried out by teachers (Schoonenboom, 2014).…”

Section: Use Of the Moodle Platform To Support The Teaching-learningmentioning

confidence: 99%

Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use

2019

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Higher education institutions at the international level have seen the need to adopt and integrate information and communication technologies to meet the opportunities and challenges of innovation in teaching and learning processes. This logic has led to the implementation of virtual learning environments called ‘Learning Management Systems’, the functionalities of which support flexible and active learning under a constructivist approach. This study measured didactic and technological use of Moodle and its implications in teaching from a quantitative approach by administering a questionnaire to a sample of 640 higher education teachers. Some guiding questions were as follows: Are teachers using the Moodle platform for didactic purposes? What strategies, resources and tools are teachers using, and what do they contribute to student-centred teaching? Are teaching strategies that are focused on collaboration, interaction and student autonomy promoted? The results coincide with those of other studies, confirming an instrumental and functional use of the platform, which is mainly being used as a repository for materials and information, while its pedagogical use remains limited. This is becoming a problem in higher education institutions, something that requires debate and reflection from a systemic perspective on the adoption and integration of technology in the classroom.

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Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology

Cited by 94 publications

References 35 publications

What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations?

What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations?

Ranking the Scientific-Technology Literacy Indexes of Students from the Viwepoint of Faculty Members

Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use

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