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Do Teachers' Instructional Evolution and Teaching Seniority Affect Educational Innovation with Technology?
PROCEEDINGS

, , , National Taiwan Normal University, Taiwan

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study explores teachers' instructional evolution and teaching seniority that affect teaching practice of computing technology in classrooms. We conducted a national survey in Taiwan and collected about six hundred science and mathematics teachers who had integrated computing technology into their instruction in junior high schools in Taiwan. The results showed there were significant differences in teachers' beliefs, practices with technology and attitude toward technology-based instruction. Teachers' instructional evolution and teaching seniority had significant difference in technical and personnel resources available in school. The analysis of simple effect ANOVA showed that teachers in the entry stage whose seniority were 6-10 years reported that they had less technical and personnel resources available in school than teachers' seniority who were more than 21 years. Teachers with 6-10 years of teaching seniority who in the entry stage reported that they had less technical and personnel resources available in school than teachers in the appropriation and invention stages.

Citation

Hsu, Y.S., Wu, H.K. & Hwang, F.K. (2005). Do Teachers' Instructional Evolution and Teaching Seniority Affect Educational Innovation with Technology?. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2834-2837). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved June 25, 2019 from .

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