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Technology, Knowledge and Learning

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29.03.2018 | Original research

Predicting High School Teacher Use of Technology: Pedagogical Beliefs, Technological Beliefs and Attitudes, and Teacher Training

verfasst von: Yaoran Li, Veronica Garza, Anne Keicher, Vitaliy Popov

Erschienen in: Technology, Knowledge and Learning | Ausgabe 3/2019

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Abstract

The current study aims to explore predictors that independently contribute to high school teacher use of technology in general and for different teaching purposes (student-centered and traditional). High school teachers (N = 928) responded to a survey that consisted of measures in several categories: (1) teachers’ background variables, (2) teachers’ pedagogical beliefs, (3) teachers’ attitudes or beliefs towards technology, (4) teachers’ perceived training effectiveness. A series of multilevel models were used to explore the independent effects of these factors on teacher use of technology in general and for different teaching purposes. The results showed that teachers’ technology self-efficacy was a significant predictor of teacher use of technology. More importantly, teachers’ instructional approach, openness towards technology, and perceived teaching training effectiveness were more salient when predicting teacher use technology to support student-centered teaching than when predicting teacher use technology to support traditional teaching. Our findings suggest that teachers’ pedagogical readiness is as important as technological readiness for teachers to integrate technology in teaching to serve more advanced teaching purposes. This study has important implications for organizing professional learning experiences for teachers.

Vorheriger Artikel Teachers’ Perceptions of the Use of Moodle Activities and Their Learning Impact in Secondary Education

Nächster Artikel N. M. Seel, T. Lehmann, P. Blumschein, O. A. Podolskiy (2017): Instructional Design for Learning: Theoretical Foundations

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Titel: Predicting High School Teacher Use of Technology: Pedagogical Beliefs, Technological Beliefs and Attitudes, and Teacher Training
verfasst von: Yaoran Li
Veronica Garza
Anne Keicher
Vitaliy Popov
Publikationsdatum: 29.03.2018
Verlag: Springer Netherlands
Erschienen in: Technology, Knowledge and Learning / Ausgabe 3/2019
Print ISSN: 2211-1662
Elektronische ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-018-9355-2

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