Patterns of Beliefs, Attitudes, and Characteristics of Teachers That Influence Computer Integration
Bibliographic Data
| ID | 5686102 |
|---|---|
| Authors | Julie Mueller, Eileen Wood (0000-0002-3412-9625) |
| Year | 2012 |
| Volume | 2012 |
| Pages | 1-13 |
| Publication date | 2012-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Research International (JOURNAL) |
| Journal identifiers | ISSN: 2090-4010 • E-ISSN: 2090-4002 |
| Publisher | Hindawi Limited (PUBLISHER) |
| DOI | 10.1155/2012/697357 |
| OpenAlex | W2132890484 |
| Language | EN |
| Citations received | 4 |
| References cited | 29 |
Despite continued acceleration of computer access in elementary and secondary schools, computer integration is not necessarily given as an everyday learning tool. A heterogeneous sample of 185 elementary and 204 secondary teachers was asked to respond to open-ended survey questions in order to understand why integration of computer-based technologies does or does not fit with their teaching philosophy, what factors impact planning to use computer technologies in the classroom, and what characteristics define excellent teachers who integrate technology. Qualitative analysis of open-ended questions indicated that, overall, educators are supportive of computer integration describing the potential of technology using constructivist language, such as "authentic tasks" and "self-regulated learning." Responses from "high" and "low" integrating teachers were compared across themes. The diversity of the themes and the emerging patterns of those themes from "high and low integrators" indicate that the integration of computer technology is a complex concern that requires sensitivity to individual and contextual variables
Computer technology · Diversity (politics · Mathematics education · Multimedia · Pedagogy · Sample (material · Sociology · Teaching method · Technology integration · Computer Science · Gender and Technology in Education · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology
Basics of qualitative research
Teacher pedagogical beliefs
Teacher beliefs and technology integration practices
Technological Pedagogical Content Knowledge
The role of beliefs in the practice of teaching
Computer availability, computer experience and technophobia among public school teachers
Student teachers’ thinking processes and ICT integration
Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration
The impact of primary school teachers’ educational beliefs on the classroom use of computers
Teachers’ instructional perspectives and use of educational software
Tracing Teachers’ Use of Technology in a Laptop Computer School
High Access and Low Use of Technologies in High School Classrooms
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |