Examining the Beliefs and Instructional Practices of Technology Teachers Regarding Copyright Laws
Zachari. A. Parker, Northcentral University, United States
Northcentral University . Awarded
The influence that teacher beliefs have on classroom instructional practices in areas such as science and mathematics have been studied and documented by researchers. However, only a few researchers were found to have specifically investigated the influence of technology teachers' beliefs on instructional practices, relating to the teaching of copyright concepts in technology classes. The problem that this study focused on is the need to find solutions that help teachers integrate copyright laws in their instructional practices by examining their beliefs and pedagogical ideas, improving their knowledge, expanding and transforming their thinking. A qualitative multiple-case study was conducted using a purposive sample of six technology teachers from three different schools in the same school district. The three research questions that guided this study were focused on how the participants describe their beliefs and perceptions of (a) the theories and worldviews of teaching (b) support for integration of copyrights subjects, and (c) how their beliefs influence decisions to integrate copyright in instructional practices. Answers to the research questions were obtained through observations, documentation and interviews that reflected the views and perspectives of the six technology teachers. The study showed that the perceptions technology teachers have regarding the theories and worldviews of teaching, are consistent with the views of educational thinkers who support student-centered teaching methods and the constructivist paradigm. The study revealed that technology teachers harbor favorable attitudes toward the integration of copyright in instructional practices and believe Technology is crucial to achieve success. The study pinpointed training in copyright laws for teachers, as an important factor that can influence the progress of copyright integration into instructional practices. The study also confirmed perceptions that teachers in general and technology teachers specifically, do not believe they possess adequate knowledge to effectively teach or integrate copyright subjects in their instructional practices. Recommendations for future research include (a) studies that identify effective instructional practices that cater to the needs of students for information about the legal use of copyrighted materials, and (b) studies that explore the tolerance among school administrators and teachers for ways to implement copyright as an independent subject in the curriculum.
Parker, Z.A. Examining the Beliefs and Instructional Practices of Technology Teachers Regarding Copyright Laws. Ph.D. thesis, Northcentral University.
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