Exploring relationships between teacher technology concerns and classroom practices
Glenda Rakes, The University of Tennessee, United States ; Karee Dunn, The University of Memphis, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Research supports the premise that students who are taught to use higher-order thinking skills perform better on national tests. There is also evidence that technology use by teachers encourages instructional practices that promote higher-order thinking skills in students. It is important to explore affective factors such as teacher concerns that promote or discourage technology use and to further explore the relationship between technology use and learner-centered, authentic instructional practices based on constructivist philosophy. Results of this study indicate that higher levels of concern toward technology use predicted use of constructivist teaching strategies. Teachers who reach levels of technology concerns in which they express interest in what other teachers are doing with technology and express interest in making better use of technology tools describe more use of constructivist teaching practices in their classroom than teachers with lower-level concerns. Implications for practice are discussed.
Rakes, G. & Dunn, K. (2008). Exploring relationships between teacher technology concerns and classroom practices. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1519-1524). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).