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The beliefs behind the teacher that influences their ICT practices
ARTICLE

Computers & Education Volume 58, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This paper explores teacher beliefs that influence the ways Information and Communications Technologies (ICT) are used in learning contexts. Much has been written about the impact of teachers’ beliefs and attitudes to ICT as ‘barriers’ to ICT integration ( Ertmer, Ottenbreit-Leftwich, & York, 2007; Higgins & Moseley, 2001; Loveless, 2003). This paper takes a closer look at the types of beliefs that influence ICT practices in classrooms and the alignment of these beliefs to current pedagogical reform in Australia. The paper draws on data collected through the initial phase of a research project that involved an Industry Collaborative of four Catholic primary schools (prep – grade 7). Data are drawn from teacher surveys, interviews and document analysis. The results present specific links between ICT beliefs that are informing teachers’ practices. ICT beliefs and practices are aligned to reform agenda for digital pedagogies. The findings of this research inform teacher ICT practice and requirements for ICT professional development.

Citation

Prestridge, S. (2012). The beliefs behind the teacher that influences their ICT practices. Computers & Education, 58(1), 449-458. Elsevier Ltd. Retrieved January 22, 2020 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2011.08.028

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