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Learner-centeredness and teacher efficacy: Predicting teachers’ consequence concerns regarding ?the use of technology in the classroom ?
ARTICLE

, University of Arkansas, United States ; , University of Tennessee at Martin, United States

Journal of Technology and Teacher Education Volume 18, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

After more than two decades of concerted effort, less than desirable progress has been made in ?the integration of effective technology use in the classroom. In many cases computers have ?entered classrooms, but are used to do little more than support existing teaching practices (i.e. ?PowerPoint read as lecture). Research suggests that teachers concerns regarding the use of ?technology in the classroom significantly influence their technology usage. In this study, the ?authors investigated the influence of teachers’ learner-centered beliefs and teacher efficacy on ?consequence concerns. These two constructs were selected due to conceptual relevance and ?because they are trainable characteristics. The results of this study indicated that learner-centered ?beliefs and teacher efficacy significantly influence consequence concerns.?

Citation

Dunn, K. & Rakes, G. (2010). Learner-centeredness and teacher efficacy: Predicting teachers’ consequence concerns regarding ?the use of technology in the classroom ?. Journal of Technology and Teacher Education, 18(1), 57-83. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved October 20, 2019 from .

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