The Influence of an In‐Service Course in Educational Technology on the Attitudes of Teachers

Moss, G. D.

doi:10.1111/j.1467-8535.1979.tb00372.x

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…This led the National Council of Educational Technology to stress the need for teacher training in a “range of audiovisual devices… as an essential ingredient” (, p. 103) in preparing teachers for the classroom. However, articles published later in the decade (eg, Collier, ; Moss, ) reported ongoing suspicion, caution and ignorance towards the integration of technological advances in new teacher education courses, as well as a lack of availability of, or unwillingness of teachers to attend, in‐service professional development (eg, Elton, ; Teather & Collingwood, ; Wilkes, ).…”

Section: Resultsmentioning

confidence: 99%

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

Bond¹,

Zawacki‐Richter²,

Nichols³

2018

Brit J Educational Tech

149

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Reflecting on 50 years of educational technology research, a content and authorship analysis was conducted of 1777 research article titles and abstracts, published in the British Journal of Educational Technology (BJET) from 1970 to Issue 3, 2018. A textmining tool (Leximancer) was used to identify key concepts and themes emerging throughout each of the five decades, which were then compared to those found in a previous analysis of Computers & Education, as well as the most cited BJET publications in each decade. The framework of West and Rich (2012) was then used to provide guidance on BJET's rigour, impact and prestige. Common themes in BJET throughout the past 50 years have included the evolution of teaching and learning in distance education, the emergence of instructional design, misunderstanding between practitioners and learning designers, issues of pre and in-service teacher education and technology uptake by educators and students, including the confidence to do so, the technology skills of educators and students, as well as a lack of institutional support to provide space and time for training and integration to occur. The authorship analysis revealed an encouraging increase in international identity over time, with 60% of articles in BJET published by an author outside of the UK over the past 50 years, and 79% in the past decade. Despite this, contributions from South America, the Middle East and Africa are vastly underrepresented, and authors from these regions need further support from the field. Suggested future research areas include finding alternative models of educator professional development, further exploration of the role of theory and policy, as well as the rise of co-authorship and collaborative research. © 2018 British Educational Research AssociationRevisiting five decades of educational technology research 13Approaching this important milestone prompted the editorial team and the authors of this paper to consider the contribution that BJET has made to the field, but also to question the identity of the journal and in particular to ponder how "British" the British Journal of Educational Technology actually is. In a recent editorial (Hennessy, Girvan, Mavrikis, Price, & Winters, 2018), the editors Practitioner NotesWhat is already known about this topic• The British Journal of Educational Technology (BJET) is one of the most established and prestigious in the field, with its 50th anniversary this year. • An increasing number of bibliometric and content analyses of educational technology journals are being published, in order to gain an understanding of the history and development of the field, but research gaps exist in understanding author country of origin, gender and (academic) position. • The topics 'online learning' and 'learning environments' became widely published topics in BJET after 2008.posited that "BJET remains remarkably international despite its name" (p. 3), with UK contributions totalling 16% of articles in 2017, and the rest hailing from 19 different countries. Upon clos...

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Section: Resultsmentioning

confidence: 99%

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

Bond¹,

Zawacki‐Richter²,

Nichols³

2018

Brit J Educational Tech

149

View full text Add to dashboard Cite

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“…Others, including Dodge et a1 (1 974), Hubbard ( I 960), Moore and Hunt (1978;1980), andWilkes (1977) reasoned that there were several levels of reasons for under-utilization including those related to the innovation itself (the audiovisual aids) and the teaching strategies perceived by the teachers that would be required in using those aids. Moss (1979), Teather and Collingwood ( 1978), and Van Wyck, (I97 1) also stressed the need and value of positive encouragement, including the provision of in-service training courses, before teachers would use audiovisual aids.…”

Section: Introductionmentioning

confidence: 95%

How do Teachers View Their Teaching and the Use of Teaching Resources?

Chandra

1987

Brit J Educational Tech

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Appendix 11. Communication questionnaire 1 . The students' answers were based mainly on yes or no. 2. The students are learning by selecting one of the four responses available. 3. The computer develops the ability to identify and apply skills necessary in problemsolving. 4. The students are unable to cheat the computer during the learning process. 5. The way in which the student communicates with the computer promotes his intellectual curiosity. 6. The learning process by computers allows comprehension of the subject matter. 7. The computer helps to develop logical thought processes. 8. Learning by computers develops the writing skills. AbstractThis paper looks briefly at teachers' views and opinions of their use of various teaching methods and teaching resources. The study was limited to a single secondary school where a questionnaire was given to a small sample of 15 teachers in four departments. What was found was that in the Ideal World (where everything that was needed was available), the reasons given for various teaching methods used were mainly pupil dominated, but when it came to the actual methods being used, the reasons were mainly personal constraints of the teacher or organizational constraints. This dichotomy widened from the humanities field to the sciences field. With respect to the resources used, it could be hypothesised that most teachers felt they were not prepared to use new types of resources especially if they entailed acquiring new technical skills, more preparation, and a change of roles played by the teacher.

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“Distance Learning”: The Operation of an Interactive System Designed to Improve Efficiency and Effectiveness in Learning and Achievement

Offir

1996

IFIP Advances in Information and Communication Technology

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The Influence of an In‐Service Course in Educational Technology on the Attitudes of Teachers

Cited by 3 publications

References 4 publications

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

How do Teachers View Their Teaching and the Use of Teaching Resources?

“Distance Learning”: The Operation of an Interactive System Designed to Improve Efficiency and Effectiveness in Learning and Achievement

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