Toward a Broader Understanding of Teacher Technology Integration Beliefs and Values
Royce Kimmons, Brigham Young University, United States ; Cassidy Hall, University of Idaho, United States
Journal of Technology and Teacher Education Volume 24, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
In authentic K-12 settings, technology integration is influenced by the decisions and perspectives of a variety of stakeholders, but current research and practice related to teacher technology integration tends to revolve only around pedagogical and technical skill factors influencing integration, thereby ignoring the institutional realities that teachers face when integrating technology. This study seeks to simultaneously broaden and ground discussions about institutionally-situated technology integration by determining how teacher beliefs and values are situated within larger considerations influencing technology integration in K-12 institutions, thereby identifying potential tensions and needed areas of emphasis when training teachers. Employing a survey methodology, this study asks a group of preservice and inservice teachers (n = 153) about the importance of diverse institutional considerations for their own adoption of technologies. Results indicate that teacher beliefs are driven more by concrete consideration of their classrooms and daily practice than by factors disassociated from themselves either in the institution or the larger culture. Teachers want to integrate technology that has clear proof that it will improve what they are already doing and that can be integrated with relative ease, and these beliefs and values are not generally influenced by differences in teaching experience between novice and veteran teachers.
Kimmons, R. & Hall, C. (2016). Toward a Broader Understanding of Teacher Technology Integration Beliefs and Values. Journal of Technology and Teacher Education, 24(3), 309-335. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved August 19, 2018 from https://www.learntechlib.org/primary/p/172627/.
© 2016 Society for Information Technology & Teacher Education
- Becker, H.J. (1994). How exemplary computer-using teachers differ from other teachers: implications for realizing the potential of computers in schools. Journal of Research on Computing in Education, 26, 291-321.
- Becker, H.J. (2000). Who’s wired and who’s not: children’s access to and use of computer technology. Children and Computer Technology, 10(2), 44–75.
- Harris, J. (2005). Our agenda for technology integration: it’s time to choose. Contemporary Issues in Technology and Teacher Education, 5(2), 116-122.
- Hughes, J. (2005). The role of teacher knowledge and learning experiences informing technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277-302.
- Kessler, G. (2007). Formal and informal call preparation and teacher attitude toward technology. Computer Assisted Language Learning, 20(2), 173-188.
- Kimmons, R. (2014). Developing open education literacies with practicing K-12 teachers. The International Review of Research in Open and Distributed Learning, 15(6).
- Kimmons, R. (2016). Expansive openness in teacher practice. Teachers College Record, 118(9).
- Veen, W. (1993). How teachers use computers in instructional practice: Four case studies in a dutch secondary school. Computers& Education, 21(1/2), 1-8.
- Veletsianos, G., & Kimmons, R. (2012). Networked participatory scholarship: emergent techno-cultural pressures toward open and digital scholarship in online networks. Computers& Education, 58(2), 766-774.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.