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Summary of Journal 15

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How Teacher Educators’Beliefs and Technology Uses Relate to Preservice Teachers’ Beliefs and Attitudes toward Technology Hua Bai The State University of New York at Potsdam Peggy Ertmer Purdue University The puropose of this research was to examine preservice teachers’ pedagogical beliefs and attitudes toward technology in relation to teacher educators’ pedagogical beliefs and their technology uses. There are two research questions; a) what is the relationship between teacher educators’ belief and preservice teachers’ belief? and b) what is the relationship between teachers educators’ uses of technology and preservice teachers’ attitudes toward technology? The participants consisted of 96 new teacher education students from 11 teaching majors and 14 instructors from 3 teacher education courses, referred to here as A, B, and C. There are six instructors were teaching course A, seven instructors were teaching course B and one instructor was teaching course C. Th...
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Summary of Journal 14

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Prospective EFL Teachers’ Perceptions of ICT Integration: A Study of Distance Higher Education in Turkey Murat Hismanoglu Akdeniz University, Faculty of Education, Department of Foreign Languager Education, Division of English Language Teaching, Antalya, Turkey This study investigated the perceptions of prospective EFL teachers in the distance higher education system toward ICT implementation in teaching English as a foreign language. There are 85 participants who were in the final year of 4-year program of bachelor degree. They are asked to fulfill questionnaires. Then, there are 22 participants who agreed to be interviewed. The result show that despite having basic computer skills, prospective EFL teachers in distance education were not confident in using the technology to improve their own productivity and bring about a pedagogical change in their teaching methods. This study suggested for the next research to explore how prospective language teachers perceive ICT in...
    
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Summary of Journal 13

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Technology in the Montessori Classroom: Teachers’ Beliefs and Technology Use Sara J. Jones University of Houton Montessori education is not immune to this push for technology integration. This study investigates for Upper Elementary Montessori teachers’ attitudes toward technology and technology integration in a public school setting.This qualitative study used interviews and observations to investigate the teachers’ thought and actions regarding technology in theclassroom. The results found that the teachers expressed positive views of technology in general, exhibiting high technology efficacy and valuing students’ skill in technology. This study suggested that school and district administrators to reevaluate the hardware and software that the teachers use. Future research should also examine across multiple settings how Montessori teachers’ view on technology. There was no strong consensus in this study about the degree and type of technology that should be included in ...
    
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Summary of Journal 12

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Teachers’ Beliefs and Technology Practices: A Mixed-methods Approach Deniz Palak, New York Institute of Technology Richard T. Walls, West Virginia University In a sequential mixed methods design, the research examined the relationship between teachers’ beliefs and their instructional technology practices among technology-using teachers who worked at technology-rich schools to ultimately describe if change in practice toward a student-centered paradigm occurred. The integrated mixed-methods results provide evidence for the following: (a) teachers use technology most frequently for preparation, management, and administrative purposes; (b) teachers’ use of technology to support student-centered practice is rare even among those who work at technology-rich schools and hold student-centered beliefs; (c) teachers in technology-rich schools continue to use technology in ways that support their already existing teacher-centered instructional practices. We conclude that futu...
    
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