Teachers' mindsets and the integration of computer technology

Abstract

The paper addresses how the construct of zone of proximal development was used as an analytical lens to examine teachers' integration of computer technology for teaching. The research question 'What are the teachers' psychological insights that serve to mediate student learning?' was the focus of the study. Six secondary school science teachers took part in the 5-month study. Data were collected using qualitative methods. Analysis of participants' natural metaphoric language revealed four themes that framed participants' psychological insights: mediation as a journey; mediation as adopting roles; mediation as mutual investment; and, mediation as liberating and/or domesticating. Collectively, these psychological insights mediated learning actions within the zone of proximal development. IntroductionIn many countries, recent reforms in teaching and professional education have put great emphasis on the use of computer technology for teaching. For anyone concerned with this area of educational computing, a better understanding of teaching with the use of computer technology is now urgently needed. Current research from educational computing literature emphasises that computer use and student-learning outcomes are closely linked to the teachers' use of computer technology in the classroom (Becker,

Categorization of Educational Technologies as Related to Pedagogical Practices

“…Such effects can be played out on both personal and interpersonal levels. Teachers who individually believe technologies will help them conduct better education are more likely to succeed at using them [15,16,19,20]. Many of these teachers believe that technologies can help to better engage students, introduce project-based learning, help students access more information, and enhance communication and collaborative learning [21][22][23].…”

Pioneers in Unknown Territory: Teacher Perceptions and Use of Non-Conventional Instructional Tools

“…Often, teacher's resistance to implement non-conventional tools stems from an educator's perceived competency with using the tools Lawless & Pellegrino, 2007;Subramaniam, 2007). Although educators might perceive non-conventional tools to be helpful in allowing them to accomplish personal and professional tasks more efficiently, they often are reluctant to incorporate them into their lessons due to lack of training and knowledge .…”

Teachers’ Beliefs on Technological Fusion in Teaching ESL Students

“…However, studies have also shown that teachers: hesitate to use technology in the classroom as technology tools and resources are constantly changing (Straub, 2009), lack of relevant knowledge on technology (Lawless & Pellegrino, 2007), have low-self-efficacy (Mueller, Wood, Willoughby, Ross, & Specht, 2008), and have existing belief systems regarding technology (Hew & Brush, 2007;Subramaniam, 2007). In Malaysia's ESL context, inadequate instructional aids and materials that do not meet the demands of the students have been found to be factors that contribute to low proficiency among most primary school students (Hassan & Selamat, 2002) as well as classrooms that are not well-equipped with computers and thus unsuitable for technology based lessons (Hamzah, Ismail, & Embi, 2009).…”