Desy NF's Blog

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...

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, we sought to examine 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 futur...

Teacher Beliefs and Technology Integration Chan Min Kim, Min Kyu Kim, Chiajung Lee Department of Educational Psychology and Instructional Technology, The University of Georgia, Athens, GA, USA J. Michael Spector Department of Learning Technologies, The University of Noeth Texas, Denton, TX, USA Karen DeMeester Program Evaluation Group, The University of Georgia, Athens, GA, USA The purpose of this study was used to investigate how teacher beliefs were related to technology integration practices. There are three research questions; a) how and what extent the teachers’ belief about the nature of knowledge and learning, b) how and what extent the teachers’ about effective ways of teaching, and c) how and what extent the teachers’ technology integration practices were related to each other. There were thwenty two teachers who have participated in a four-year professional development project funded by U.S. Department of Education. The research used exploratory mixed method ...

Teacher Value Beliefs Associated with Using Technology: Addressing Professional and Student Needs Anne T. Ottenbreit-Leftwich Indiana University, US Krista D. Glazewski New Mexico State University, US Timothy J. Newby, Peggy A. Ertmer Purdue Univerity, IN, US This research investigated value beliefs that underlie teachers’ uses of technology. The research used hermeneutical phenomenology research design. The study examined how and why teachers used technology to enhance teaching and learning in order to understand teachers’ value beliefs related to technology use. The data were collected from eight award-winning teachers through interview, observation, and electronic portofolio. The result found that the teachers used technology to address professional such as creating customized classroom materials and improving classrom management by engaging students. It was also found that the teachers used technology to address student needs such as enhancing student comprehens...