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Relations between English Teacher’s Beliefs and the Use of ICT in Classes - A Case Study in a Public High School in Japan PROCEEDINGS

, Graduate School of Kansai University, Japan

EdMedia: World Conference on Educational Media and Technology, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper is a report on the findings of a study conducted in a public high school English classes in Japan. The aim of this study is to clarify how the teacher cognition affect their use of ICT in class. Qualitative methods were used to analyze the results of interviews and class observations. Findings indicate that ICT can be used to support students to be encouraged to study and to economize on time in class, depending on the teachers’ beliefs in teaching language. Finding out the relations between teacher cognition and how they use ICT in their classroom practices can contribute to suggest concrete measures to encourage teachers’ use of ICT in class.

Citation

Nakagawa, A. (2014). Relations between English Teacher’s Beliefs and the Use of ICT in Classes - A Case Study in a Public High School in Japan. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology. Tampere, Finland: Association for the Advancement of Computing in Education (AACE). Retrieved February 17, 2018 from .