Why does technology integration fail? Teacher beliefs and content developer assumptions in an Indian initiative

Chand, Vijaya Sherry; Deshmukh, Ketan Satish; Shukla, Anurag

doi:10.1007/s11423-020-09760-x

Cited by 21 publications

(17 citation statements)

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“…Finalmente, respecto de las creencias pedagógicas, cabe señalar que este instrumento responde a la necesidad de integrarlas con las competencias básicas en TIC y las competencias pedagógicas (Rubach & Lazarides, 2021) puesto que son antecedentes centrales en la integración eficaz de la tecnología en entornos educativos (Pareja et al, 2018). Sin embargo, a pesar de que se ha centralizado el estudio de la integración de las TIC desde este tipo de creencias (Uslu & Usluel, 2019); Chand et al (2020) indican que existe una relación ambigua entre las creencias constructivas y la integración de las TIC. Así, Wang et al (2022) reportan diversos hallazgos que ponen de manifiesto que las creencias centradas en el estudiante facilitan la integración de las TIC, lo que no sucede con las creencias centradas en el docente.…”

Section: Discussionunclassified

Propiedades psicométricas de una prueba sobre creencias docentes respecto de la integración de las TIC

Beteta¹,

Domínguez²,

Rodríguez³

2022

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This study is part of a doctoral research that analyzes the relationship between socioemotional competencies (SEC) and the teaching beliefs of secondary school teachers. In this sense, it is necessary to have a valid, reliable instrument adapted to the sociocultural reality of public school teachers in Metropolitan Lima in coherence with international theoretical frameworks and existing empirical research. Thus, an ad hoc test was designed under the Classical Test Theory, taking into account a classification of teaching beliefs, and the respective psychometric analysis was carried out. A total of 393 teachers from the seven Local Educational Management Units (UGEL) of Metropolitan Lima participated. The methodology included the determination of content and construct validity, as well as the analysis of reliability by internal consistency. This research provides an instrument of 30 items on a Likert scale with optimal validity and reliability indicators for the Peruvian reality with the possibility of being extrapolated to other South American contexts for the diagnosis, research and evaluation of the effectiveness of ICT training programs within the framework of the paradigm of teacher thinking. Este estudio forma parte de una investigación doctoral que analiza la relación entre las competencias socioemocionales (CSE) y las creencias docentes del profesor de secundaria. En este sentido es necesario contar con un instrumento válido, confiable y adaptado a la realidad sociocultural de los maestros de escuelas públicas de Lima Metropolitana en coherencia con los marcos teóricos internacionales y la investigación empírica existente. Así, se diseñó una prueba ad hoc bajo la Teoría Clásica de los Test, teniendo en cuenta una clasificación de las creencias docentes y se realizó el análisis psicométrico respectivo. En total participaron 393 docentes pertenecientes a las siete Unidades de Gestión Educativa Local (UGEL) de Lima Metropolitana. La metodología abarcó la determinación de la validez de contenido y constructo; así como el análisis de confiabilidad por consistencia interna. Con esta investigación se provee un instrumento de 30 ítems en una escala Likert con indicadores de validez y confiabilidad óptimos para la realidad peruana con posibilidad de ser extrapolado a otros contextos sudamericanos para el diagnóstico, investigación y evaluación de la efectividad de programas de capacitación en TIC en el marco del paradigma del pensamiento docente.

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Section: Discussionunclassified

Propiedades psicométricas de una prueba sobre creencias docentes respecto de la integración de las TIC

Beteta¹,

Domínguez²,

Rodríguez³

2022

Red

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“…Teachers who already hold such beliefs, on the other hand, are more inclined to use technology for studentcentered instruction. However, in both circumstances, the relationship is hampered by perceived limitations or beliefs, and ongoing professional development is required for it to progress (Chand et al 2020). Below, we present our findings on several "internal" characteristics that play a role in the (barriers to) adopting digital technologies in educational spaces.…”

Section: Aspects and Factors Of Educational Space Complexity Of Adopt...mentioning

confidence: 98%

Exploring the Digital Revolution in Education in India during the COVID-19 Pandemic

Grover¹,

Mathew²

2022

The International Journal of Social Quality

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One important response to COVID-19 was the intensification of the use of digital media to deliver education. However, the results are paradoxical, since the digital revolution did not lead to improvement of the social quality of teachers’ working circumstances. We analyze “internal” or subjective oriented constitutional and “external” or objective orientated conditional factors related to teachers that determine the adaptation of digitalization, taking a social quality perspective. Through a case study in the most advanced educational hub of India—Delhi—we find that the digital revolution helped India to address the first-order problems in digital transformation, namely concerning objective infrastructural facilities. The second-order problems, particularly changing the subjective belief structures of teachers related to the integration of technologies, appear to remain a challenge. As India has recently adopted a new education policy (2020), the findings of our study have significant relevance to improving the accessibility and utilization of digital technology in educational spaces.

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“…Teacher beliefs are defined as "tacit, often unconsciously held assumptions about students, classrooms, and the academic material to be taught" (Kagan, 1992, p. 65). Teacher beliefs serve as "an intuitive screen" (Goodman, 1988, p. 130) through which new information and events are filtered and, hence, affect teachers' decisions to use technology in classrooms (Chand et al, 2020). Research has suggested that teachers' beliefs about effective ways to teach and learn and their capabilities of using technology were closely related to ICT practices in classrooms (Cheng et al, 2020a(Cheng et al, , 2022Teo et al, 2018).…”

Section: Empirical Findings On the Direct Effects Of Second-order Bar...mentioning

confidence: 99%

The role of school socioeconomic status in school-wide technology integration in the U.S.

Cheng

Parker

2023

CONT ED TECHNOLOGY

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This study aimed to examine the relations between first-order and second-order barriers and ICT (information and communications technology) integration across schools with different SES (socioeconomic status) levels in the US. This study was based on a nationally representative sample of public elementary and secondary schools included in the fast response survey system (FRSS)–educational technology in the US public schools. Multiple-group path modeling was employed as the main analytic method. The results showed that in advantaged schools, first-order and second-order barriers demonstrated additive effects on ICT integration. However, in disadvantaged schools, first-order and second-order barriers showed multiplicative effects on ICT integration. This study suggests that in advantaged schools, eradicating second-order barriers can compensate for the constraints on ICT integration imposed by first-order barriers. However, in disadvantaged schools, removing second-order barriers will not be effective if first-order barriers are not addressed first. This study contributes to the literature by highlighting the role of school SES in planning school-wide ICT integration. Also, a contextualized model is proposed to capture the differential relations between barriers and ICT integration in specific school contexts.

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Why does technology integration fail? Teacher beliefs and content developer assumptions in an Indian initiative

Cited by 21 publications

References 50 publications

Propiedades psicométricas de una prueba sobre creencias docentes respecto de la integración de las TIC

Propiedades psicométricas de una prueba sobre creencias docentes respecto de la integración de las TIC

Exploring the Digital Revolution in Education in India during the COVID-19 Pandemic

The role of school socioeconomic status in school-wide technology integration in the U.S.

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