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Learning Design and Teaching Beliefs: Integrating Technology into Instructional Process
PROCEEDINGS

, St. John's University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Most recent field report shows that current teachers still struggle to implement technology into classroom teaching especially with the national wide adaptation of Common Core State Standards. This presented study explores the teacher technology integration self-efficacy, teaching beliefs and barriers in relation to designing technology-integrated instructional activities. Fifteen participants (teachers and teacher candidates) responded to technology integration barrier and self-efficacy survey. Three cases were analyzed based on different self-efficacy levels, and comparisons across cases were made to align teaching beliefs to instructional activities. Results show that the highest ranked barriers are money and time. Future studies can focus on students’ performances so that the effectiveness of technology integration can be measured based on learning outcomes.

Citation

Chen, X. (2015). Learning Design and Teaching Beliefs: Integrating Technology into Instructional Process. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2268-2271). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 23, 2020 from .

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