Teachers’ Beliefs on Emerging Technologies in the Classroom
Charles Hodges, Alyssa Prater, Georgia Southern University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The research reported in this paper was conducted to understand teachers’ beliefs regarding certain emerging technologies for teaching and learning. Georgia teachers (n=20) enrolled in an online, graduate-level course in technology administration participated in this study. They were asked to identify technologies from the 2011 edition of the Horizon Report that they would most like to see integrated into their schools. Additionally, they were asked to identify technologies in the report that they perceived as least likely to be implemented in their schools, and the barriers preventing their implementation. Results include mobiles as the most desired technology, and game-based learning as the least likely. These findings, and the perceived barriers to game-based learning may be useful for practitioners and researchers trying to implement new technologies in schools.
Hodges, C. & Prater, A. (2013). Teachers’ Beliefs on Emerging Technologies in the Classroom. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 3167-3169). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).