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The Impact of Teachers’ Beliefs on Their Different Uses of Technology
PROCEEDING

, , Michigan State University, United States ; , South China Institute of Software Engineering, China

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study explores how teachers' pedagogical beliefs and beliefs in students' readiness to use technology are related to their classroom uses of technology. The participants in this study were 202 foreign language teachers in China because these teachers often use technology in language teaching, hold a wide variety of beliefs, and represent an understudied population of teachers when it comes to technology usage. We found support for four types (i.e., clusters) of teachers' pedagogical beliefs, and that these types led to statistically significant differences in levels of both traditional and constructivist uses of technology. We also found that teachers' who held higher levels of beliefs about students' readiness to use technology led to significantly more uses of constructivist classroom technologies (but not traditional uses of technology). We discuss the implications of these findings for researchers and practitioners.

Citation

Haixia, L., Koehler, M. & Wang, L. (2018). The Impact of Teachers’ Beliefs on Their Different Uses of Technology. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1468-1477). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2019 from .

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