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K-12 Technology Integration in Taiwan: Teachers’ Beliefs, Knowledge, and Other Contextual Factors
PROCEEDINGS

, University of Minnesota, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper examines the factors which influence technology integration decision-making and behaviors of K-12 teachers in Taiwan from recent literatures. Research related to teachers’ belief and knowledge had been specially stressed in this literature review. Other contextual factors such as assessment systems, time, infrastructure, school administrative supports, students and parents’ performance and attitudes are also discussed. This review found that more efforts in investigating teachers’ belief and knowledge related to technology integration are needed .We must empower Taiwan’s next generation of teachers through helping them understand 1) the affordances and the advantages of technology, 2) the ways in which to meaningfully use and integrate technology in their classrooms as well as developing more efficient teachers’ training programs, and making more suitable technology policies.

Citation

Lin, J.H. (2011). K-12 Technology Integration in Taiwan: Teachers’ Beliefs, Knowledge, and Other Contextual Factors. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 2292-2298). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2019 from .

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